D 


yC-NRLF 


I:    •teiP 

V'',       ■  !  U 


SYLLABUS 


I\- 


; 


MODERN 

EUROPEAN 

HISTORY 


^^' 


A  Syllabus    in    Modern    European 

History  from  Charlemagne 

to  the  Present 

(800-1920) 


by 


William  Thomas!  Morgan 

Associate  Professor  of  European  History 

in  Indiana  University 


Assisted  by 


Prescott  W.  Townsend 
Instructor  in  History 
in  Indiana  University. 


1920 


-n  |0 


}^ 


Preface 


The  present  Syllabus  lays  little  claim  to  originality,  particularly  in  the 
appendices.  It  is  an  outgrowth  of  three  years  experience  Avith  the  Syllabus 
by  Professor  C.  J.  H.  Hayes,  while  at  Columbia,  and  the  Columbia  University 
Press  has  kindly  granted  us  permission  to  use  such  portions  of  this  syllabus 
as  we  desired.  ISIuch  use  has  been  made  in  places  of  Professor  Clarence 
Perkins'  Syllabus  on  jModern  European  History,  and  valuable  suggestions 
have  been  taken  from  the  SyUabi  of  Professors  Paetow,  Burr,  Thompson, 
Foster  and  Fay  and  others. 

The  idea  of  outlining  each  days  lesson  as  the  unit  is,  we  think,  peculiar 
to  the  present  S^-llabus  as  are  the  suggestive  questions  at  the  end  of  each 
days  assignment.  The  aim  throughout  has  been  to  give  point  to  the  work 
of  each  day.  Considerable  pains  have  been  spent  upon  the  sections  on  note 
taking  and  the  term  essay,  which  in  our  estimation,  are  among  the  most 
valuable  things  to  be  taught  in  the  course. 

The  purpose  of  this  new  excursion  into  an  old  field  is  only  another  serious 
attempt  to  guide  the  bewildered  college  youth  carefully  through  the  maze  of 
facts,  essential  and  unessential,  in  his  first  college  course  in  history.  It  is 
hoped  that  this  manual  may  also  prove  of  some  assistance  to  overworked 
instructors  in  their  overcrowded  classes  of  the  present  day. 

Indiana  University,  W.  T.  MORGAN. 

August  18,  1920. 


Table  of  Contents 

"  PAGE 

Suggestions ** 

Note-taking ^ 

Abbreviation  of  book  titles 8 

I     Outline  of  the  Middle  Ages 11-23 

1.  Political  developments 11 

2.  Economic  and  social  conditions 14 

3.  Religious  Life  of  the  Middle  Ages 18 

4.  Medieval  Culture  and  the  Renaissance 21 

II     The  Sixteenth  Century  (1453-1598) 24-35 

1.  Political  progress  and  events 24 

2.  The  Commercial  Revolution 29 

3.  The  Protestant  Revolt 33 

III  The  Seventeenth  Century  (1598-1689) 36-43 

1.  Rise  of  Absolutism  in  France 36 

2.  Development  of  Parliamentary  Government  in  England.  ...        40 

IV  The  Eighteenth  Century  (1689-1789) " 44-52 

1.  Colonial  Rivalry  of  France  and  England 44 

2.  The  Rise  of  Russia  and  Prussia 46 

3.  Dynastic  and  Colonial  Rivalry 49 

V     A  Summary  of  Progress  (1500-1800) 52-55 

VI     The  French  Revolution  (1789-1795) 56-60 

VII     The  Napoleonic  Era  (1795-1815) 61-64 

VIII     The  Industrial  Revolution  (1775-1825) 65-71 

IX     The  Era  of  Metternich  (1815-1830) 72-73 

X     Struggles  of  the  Liberals  (1830-1848) 74-76 

XI     The  Period  of  Nationalism  (1848-1871) 77-78 

XII     The  "Era  of  the  Benevolent  Bourgeoisie"  (1871-1914) 79-111 

XIII     The  Great  War  and  Reconstruction  (1914-1920) 112-113 

Appendix  I — Map  Studies 114-134 

Appendix  II — Evolution  of  English  Parliament 135-136 

Appendix  III — Book  Reviews 136-138 

Appendix  IV— The  Term  Essay 138-144 

Appendix  V — Lists  of  Questions 144-154 


M 


^^52338 


Syllabus  for  Modern  European  History 

(History  I) 
SUGGESTIONS 

li'd/i/ircd  books  unil  apparatus  foi'  History  I. 

1.  S.  B.  Harding,  Essentials  in  Medieval  History  (8(30-1500). 

2.  E.  P.  Cheyney,  Social  and  Industrial  History  of  England. 

'.].  C.  J.  H.  Hayes,  Political  and  Social  History  of  Modern  Europe,  v.  1. 

4.  J.  vS.  Sehapiro,  Modern  and  Co7itemporary  European  History. 

o.  Ramsay  Mliir,  Hammond's  New  Historical  Atlas  for  Students  (4th  ecL). 

().  A  loose-leaf  notebook  with  pages  8  x  10  J^  inches. 
.  7.  Envelope  of  maps  for  History  I,  and  box  of  water  colors  or  crayons. 
These  books  are  really  indispensable  for  the  student  in  the  course,  and 
he  will  save  himself  a  great  deal  of  unnecessary  work  if  lie  invests  at  once 
in  all  of  these  books  except  Sehapiro  and  Cheyney.  With  each  lesson  in 
this  course  as  outlined  in  the  Syllabus  are  given  required  and  recommended 
readings,  from  which  the  student  can  choose  a  certain  number  of  topics 
for  wider  reading  as  lie  pleases.  Additional  references  on  any  desired  sub- 
ject may  readily  be  found  by  referring  to  the  chapter  bibliographies  in  the 
texts  required. 

General 

Informal  lectures  explanatory  of  the  Syllabus,  recitations  based  upon 
assigned  readings,  and  informal  map  exercises  make  up  the  class-room  work. 
Bring  your  difficulties  (historical)  to  class  to  be  discussed.  On  the  assigned 
work  and  the  lectures,  the  student  should  take  notes  in  ink,  and  be  pre- 
pared to  submit  them  for  inspection  at  any  time.  In  this  Syllabus  the  student 
will  find  the  following: 

1.  A  brief  synopsis  of  each  day's  assignment. 

2.  A  list  of  required  and  recommended  readings  for  that  day. 

3.  General  and  specific  directions  for  map  studies. 

4.  Extended  directions  for  note-taking  and  book  reviews. 

5.  Elaborate  explanations  for  preparing  the  term  essay. 

6.  Suggestive  daily  questions,  typical  hour  examinations,  final  examina- 
tions and  review  questions,  for  each  semester's  work. 

The  student  should  make  constant  use  of  the  suggestions  in  the  Syllabus 
which  are  intended  to  act  as  his  guide  and  to  save  him  endless  trouble. 

If  he  will  be  so  kind  and  thoughtful  as  to  carry  out  the  following  sug- 
gestions, he  will  render  himself  and  his  instructor  a  real  service. 
I     Direction.-  for  Written  Work. 

1.  Please  write  in  ink  all  notebook  work,  class  quizzes  and  examina- 
tions.    Write  on  regular  8  x  10 3  2  note  paper  or  e.xamination  blanks. 

2.  Kindly  see  to  it  that  your  name  is  written  legibly  upon  the  upper 
right  hand  corner  of  all  written  exercises  handed  to  the  instructor. 

'A.  In  answering  any  list,  of  questions,  separate  jour  answers  to  all 
questions.  Unless  otherAvise  directed,  ahvays  answer  all  questions. 
Dates  and  specific  facts  are  always  Avelonme  if  they  are  germane  to 
the  question. 


SYTX.vnrs  OF  !N[()i>Knx  EntorEAX  History  5 

4.  Always  hand  iii  \arious  exercises,  such  as  maps,  notebooks,  and 
Avritten  essays  separately. 

0.  Please  hand  in  on  time  all  WTitten  exercises  of  any  kind;  otherwise 
only  half  credit  may  be  given  for  your  exercise. 

This  course  meets  three  time  a  week,  and  the  normal  weekly  assignment 
is  al>out  100  pages,  or  somewhat  less  when  a  map  exercise  is  required. 
Written  tests  are  always  in  order  at  the  will  of  the  inslrudor. 

IT     The  Ratinc  of  the  Student. 

1.  Four  things  are  considered  Avhen  rating  a  student: 
a.  Daily  recitation  record. 

h.  Notebook  ,map  exercises,  and  other  written  work  required. 

c.  Regular  monthly  tests  and  periodical  quizzes. 

d.  The  final  examination. 

2.  The  greatest  emphasis  will  be  placed  upon  the  student's  daily  record. 

Ill     ilow  TO  Study: 

Suppose,  for  purposes  of  illustration,  that  the  instructor  assigns  for  the 
next  recitation-period  the  topic  "Agriculture  in  the  fifteenth  century." 
{Syllabus,  p.  14).  The  student  should  first  familiarize  himself  thoroughly 
with  the  sub-topics  in  the  underscored  section  of  the  SyaUabus. 

Then  he  should  read  slowly  and  thoughtfully  the  text  narrative — Vol.  I 
28-36,  of  Haijes, — he  should  at  the  same  time  retain  in  mind  the  sub-topics 
of  the  Syllabus  and  notice  attentively  the  drawing  of  the  manor  in  the  atlas 
(either  Shepherd,  p.  104  or  Muir,  diagram  xx\a— preferably  the  former). 
Xext  he  should  till  in  gaps  between  Stjllabus  text-book  and  atlas,  by  reading 
the  designated  pages  of  Cheyney's  rndusirial  and  Social  History  of  England 
or  whatever  collateral  reading  has  been  assigned  him  by  the  instructor 
Having  thus  familiarized  himself  with  the  headings  in  the  Syllabus 
and  having  thoughtfully  read  once  the  required  reading,  the  students  should 
take  notes  in  manner  described  in  the  following  paragraph.  And  to  test 
his  knowledge,  he  should  close  his  books,  transform  every  statement  in 
the  Syllabus  into  a  question,  and  endeavor  to  give  himself  clear  and  full 
answers  to  the  questions  asked.  Another  excellent  method  of  preparing 
work  on  a  topic  is  to  answer  one  of  the  suggestive  questions  in  two  hundred 
words.  In  all  historical  study,  an  atlas  should  ever  be  at  hand.  Important 
dates  in  the  Syllabus  should  be  memorized.  Every  student  wiU  find  it 
decidedly  to  his  advantage  to  prepare  time  lessons  regularly  and  in  advance. 
It  is  presumed  that  for  each  hour  in  the  class-room  the  average  student 
will  spend  two  hours  in  study.  As  general  ad\-ice,  it  may  be  well  to  keep 
in  mind  the  much-preached  but  little-heeded  truth  that  all  study  is  valueless 
without  strict  mental  concentration  and  discipline,  and  to  remember  in  a 
special  way  that  proper  historical  study  involves :  first,  visualizing ;  secondly, 
memorizing;  thirdly,  discriminating  and  fourthly,  using  "common  sense". 
What  one  should  derive  from  thorough  historical  study  is  criticism  without 
CATiieism  and  human  sympathy  without  hero-worshii). 

V       How  to  Prepare  the  Notebook. 

1.  Be  sure  to  place  the  general  topic  subject  (e.  g.  "Medieval  Agricul- 
ture" at  the  top  of  each  and  every  page,  and  to  indicate  the  author, 
title,  and  exact  pages  of  the  book  being  outlined. 


6  Indiana  Univkrsity 

2.  After  a  little  practice  the  student  ought  to  be  able  to  condense  from 
five  to  ten  pages  of  text  into  one  page  of  notes. 

3.  Subordinate  topics  ought  to  be  indicated  by  an  indentation  of  about 
a  third   to  a  quarter  of  an  inch.     Whenever  possible  statements 

should  be  condensed  into  one  line  in  order  to  preserve  the  outline 
form. 

4.  The  noteljook  should  be  kept  strictly  up-to-date. 

5.  The  following  instructions  should  be  studied  and  carefully  followed 
out. 

In  order  to  insure  a  habit  of  logical  arrangement  of  facts  gained  from  the 
printed  page,  the  student  will  be  required  to  keep  in  a  regulation  note-nook 
the  digest  of  the  text  and  of  class  lectures  which  will  be  examined  at  intervals 
by  the  instructor,  at  least  for  a  portion  of  the  year.  In  summarizing  the 
text  the  student  is  expected  to  condense  into  the  fewest  words  possible  the 
important  facts  or  suggestions,  arranging  them  topically  according  to  the 
Syllabus  with  sub-topics  in  outline  form  to  show  the  relation  of  one  to  an- 
other. That  the  method  of  outlining  may  be  understood*,  the  student  should 
turn  again  to  the  Syllabus,  9-10,  and  to  Hayes  I.  28-36,  and  then  notice 
how  the  following  summary  corresponds: 


Hayes, 

I.  27-33.     A.  SOCIAL  AND  ECONOMIC  LIFE  OF  MIDDLE  AGES. 
I.    Medieval  Agriculture. 

1.  Majority  of  people  in  country,  not  in  town. 

a.  Wealth  in  lands,  not  in  stocks  and  bonds. 

b.  Towns  as  yet  small  and  few. 

Uniformity  throughout  Europe;  Germany,  Hungary, 
France,  England. 

2.  Proprietors  of  land;  landed  aristocracy  or  nobility. 

a.  Owed   duties   to   king  or  fellow-noblemen.     Held 
land  of  them. 

b.  Supported  by  peasants  living  on  estate  (manors). 

c.  Wealth  and  honors. 

d.  Reason  for  pre-eminence  of  nobility. 

1.  In  earlier  times,  defended  peasants,  preserved 
peace. 

2.  Continued  by  right  of  inheritance  to  enjoy  finan- 
cial income  and  social  prestige. 

e.  Decline  in  feudalism. 

1.  In  national  monarchies,  king  supplanting  nobles 
as  source  of  peace  and  order. 

2.  Nobles  being  drawn  to  royal  court.  "The 
nobility  had  outlived  its  usefulness,  yet  it 
retained  its  old-time  privileges." 

3.  Workers  of  land;  peasantry. 
a.  Serfs. 

1.  Numerous  in  early  middle  ages;  lessening 
numbers  by  1,500. 


Syllabus  of  Modern  European  History  7 

2.  Differed  from  slaves,  hired  men,  and  rent-paying 
tenant  farmers. 

3.  P'ree  to  work  for  self  part  time;  no  wages; 
■"attached  to  soil." 

4.  Obligations  of  serf  to  lord-work  2  or  3  days, 
"boon-days  dues  'in  kind',  "  "banalities," 
"heriot,"  "relief,"  etc. 

a.  Free-Tenants. 

1 .  Increasing  in  numbers. 

2.  Paid  regular  dues  to  lord,  but  usually  not 
obHged  to  work  2  or  3  days  for  him,  and  free  to 
move. 

e.  Hired  laborer. — ^Worked  for  fixed  wages  on  lord's 
land,     (demesne). 

d.  Metayers  (France);  Stoek-and-land  lessees  (Eng- 
land); worked  farms  "on  shares." 

4.  Steady  decline  of  serfdom. 

a.  Obligations  of  serfdom  too  galling  for  serf;  unpro- 
fitable for  lord. 

b.  In  England,  "inelosures"  for  sheep  raising. 

c.  Survival  of  serfdom  in  19th  century:  Prussia, 
Austria,  Russia. 

The  above  specimen  outline  is  simply  a  topical  outline  of  the  textbook 
in  the  order  of  the  SijUabus.  It  should,  of  course,  be  further  amplified  if 
an  assignment  of  collateral  reading  is  made. 

As  the  note-book  now  lies  open,  the  digest  of  the  test  (and  collateral  read- 
ing, if  any)  should  be  written  in  ink  on  the  left-hand  page,  while  the  class- 
room notes  should  be  put  in  on  the  right.  Very  likely  the  instructor  will 
have  something  to  say  about  the  manor,  in  fact  or  in  interpretation,  which 
the  text-book  omits,  and  this  should  be  put  opposite  the  proper  division  of 
the  text  digest  which  the  student  has  prepared  before  coming  to  class.  For 
example,  if  the  instructor  offers  some  explanation  of  how  the  serfs  were 
transformed  into  "freemen"  or  "hired  laborers,"  the  note  upon  that  will  be 
placed  opposite  the  proper  section  (No.  4).  Occasionally,  on  particular 
topics,  which  are  treated  very  briefly  in  the  text-book  and  for  which  no 
special  assignment  of  collateral  reading  is  made,  much  of  the  information 
win  be  gained  in  the  class  room,  in  which  case  the  text  side  of  the  notebook 
sheets  may  be  left  blank  or  thinly  written;  at  other  times  the  class-room 
work  will  consist  in  discussing  the  material  offered  in  the  text,  when  the  class 
notes  will  be  few.  In  the  former  case,  the  student  should  not  take  down  a 
word-for-word  reproduction  of  the  lecture  but  should  condense  it  into  his 
own  language.  If  anything  is  not  clearly  understood,  he  should  ask  to  have 
it  repeated.  If  a  lecture  is  missed  the  blank  should  be  immediately  filled 
with  reference  to  some  fellow-student's  notebook,  giving  credit  at  the  top 
of  the  page.  Thus  a  parallel  account  is  preserved  of  the  information  gained 
in  private  study  and  in  the  class-room.  The  student  may  come  across 
articles  and  pictures  in  newspapers  of  special  interest  in  modern  history; 
these,  together  with  pictures  of  historic  places,  may  properly  l)c  inserted 
under  appropriate  sections. 


8  Indiana  Univeksity 


Abbreviations  of  Book  Titles  Used  In  Syllabus 

Abbott — W.  C.  Abott,  The  Expansion  of  Europe,  2  vols. 

Adams — G.  B.  Adams,  Civilization  during  the  Middle  Ages. 

Andrews — C.  M.  Andrews,   The    Historical  Development  of  Modern  Europe, 

2  vols. 
Bourgeois — Modern  France,  2  vols. 

Bourne — H.  E.  Bourne,  The  Revolutionary  Period  in  Europe  (1763-1815). 
Bullard — A.  Bullard,  The  Diplomacy  of  the  Great  War. 
Camb.  Mod.  Hist. — The  Cambridge  Modern   History,  (12  vols.). 
Cheyney — E.  P.  Clieyney,  Social  and  Industrial   History  of  England. 
Chej'^ney,  Readings — E.  P.  Clieyney,  Readings  in  English  History. 
Cross — A.  L.  Cross,   History  of  England  and  Greater  Britain. 
Cunningham — W.  Cunningham,  Growth  of  English   Industry  and  Commerce, 

2  vols. 
Duruy — V.  Duruy,   History  of  the  Middle  Ages  (Adams  ed.). 
Emerton — E.  Emerton,  Introduction  to  the  Study  of  the  Middle  Ages. 
Emerton,  Med.  Europe — E.  Emerton,  Medieval  Europe. 
Emerton,  Beginnings — E.  Emerton,  Beginnings  of  Modern  Europe. 
Gibbins — H.  de  B.  Gibbins,  Industry  in  England. 
Gibbons — H.  A.  Gibbons,   New  Map  of  Europe. 
Gibl)ons,  Africa — H.  A.  Gibbons,  The  N^ew  Map  of  Africa. 
H  and  C— Holt  and  Chilton,  A  Brief  History  of  Europe  (1789-1815). 
Harding — S.  B.  Harding,  Essentials  in  Medieval  History  (800-1500). 
Hassall— A.  Hassall,  The  Balance  of  Power  (1715-1789). 
Hassall,  Louis  XIV — A.  Hassall,  Louis  XIV. 
Hayes — C.  J.  H.  Hayes,  A  Political  and  Socicd  History  of  Modern  Europe,  2 

vols. 
Hazen — C.  D.  Hazen,  Modern  European   History. 

Hazen,  Fifty  Years — C.  D.  Hazen,  Fifty  Years  of  Europe  (1870-1919). 
Hulme — E.  M.  Hulme,  The  Renaissance  and  Reformation. 
Henderson — E.  P.  Henderson,  A  Short  History  of  Gernuiny,  2  vols. 
Hobson — J.  A.  Hobson,  Imperialism  (1902  ed.). 

'Holt  and  Chilton— Holt  and  Chilton,    History  of  Europe  (1862-1914). 
Johnson — A.  H.  Johnson,  Europe  in  the  Sixteenth  Century. 
Kitchin — G.  W.  Kitchin,  History  of  France,  3  vols. 

Lecky — W.  E.  H.  Leeky,  History  of  England  i7i  Eighteenth  Century,  8  vols. 
Lowell — E.  J.  Lowell,  The  Eve  of  the  French  Revolution. 
Luehaire — A.  Luchaire,  Social  France  in  the  Reign  of  Philip  Augustus. 
Madelin — L.  Madelin,  The  French  Revolution. 

Muu' — R.  Muir,   Hatnrnond's  New  Historical  Atlas  for  Sludetds,  (4th  ed.). 
Munro,  D.  C. — Medieval  History. 

Munro  and  Sellery — Munro  and  Sellery,  Medieval  Civilization. 
Ogg — F.  A.  Ogg,  Economic  Development  of  Modern  Europe. 
Ogg,  Governments — P.  A.  Ogg,  Governments  of  Europe. 
Ogg,  Source  Book — P.  A.  Ogg,  Source  Book  of  Medieval  History. 
Orth — S.  P.  Orth,  Socialism  and  Democracy  in  Europe. 
Pollard — A.  P.  Pollarcl,  Factors  in  Modern   History. 
Rambaud — A.  Rambaud,  History  of  Russia,  2  vols. 


Si'LLAitr;s  OF  Modern  Euijopean  History 

Robinson — J.  H.  Robinson,  Readings  in  European  History,  2  vols. 

Schapiro — J.  S.  Seliapiro,  Modern  and  Contemporary  Euro-pean  History. 

Schmitt — B.  ^chrmti,  England  and  Germany  (1740-1914). 

Seignobos — C.  Seignobos,  Political  History  of  Europe  since  1814. 

Shepherd — W.  R.  Shepherd,  An  Historical  Atlas  for  Students. 

Taine — H.  A.  Taine,  Ancient  Regime. 

Taine,  Fr.  Rev. — -H.  A.  Taine,  The  French  Revolution,  2  vols. 

Thorndike — L.  Thorndike,  His'ory  of  Medieval  Europe. 

Tiekner — F.  W.  Tickner,  Social  and  hidustrial  History  of  England. 

Turner— E.  R.  Turner,  Europe,  1789-1920. 

Usher — A.  P.  Usher,  Industrial  History  of  England. 

Wakeman — H.  O.  Wakeman,  Ascendancy  of  France  (1598-1715). 

Warner — G.  T.  Warner,  Landmarks  in  English  Industrial  History. 

Western  Europe — J.  H.  Robinson,  History  of  Western  Europe. 


10  Indiana  University 


The  Scope  and  Purpose  of  History  I. 

T.  The  Scope  of  the  Course. 

1.  Period  covered;  800-1920. 

a.  First  500  years  will  be  dealt  with  very  lightly. 

b.  Each  succeeding  century  will  receive  greater  emphasis. 

2.  Textbook  assignments,  collateral  readings,  map  studies,  and  occa- 
sionally other  ■ttTitten  exercises  Avill  be  required. 

3.  The  instructor  will  lecture  informally  from  time  to  time  to  supplement 
the  readings  assigned. 

4.  There  will  be  regular  monthly  tests  and  a  final  semester  exam. 

II.   Purpose  of  the  Course. 

1.  To  study  the  heritage  left  by  the  past  and  gain  an  appreciation  of  the 
civilization  of  other  times. 

2.  To  learn  something  of  the  great  men  and  women,  and  of  their  con- 
tributions to  the  civilization  of  the  world. 

3.  To  gain  the  ability  to  interpret  the  statements  made  by  historians 
without  prejudice  or  favor. 

4.  To  show  the  continuity  of  the  history  of  mankind. 

III.  What  is  Historyl 

1.  Various  definitions:     Bacon,  Bolingbroke,  Macaulay,  Acton,  Lam- 
precht. 

2.  Is  it  the  biography  of  a  few  imperial  men? 

3.  To  what  extend  should  it  concern  itself  with  kings,  queens  and  prime 
ministers? 

4.  Is  it  the  duty  of  the  social  and  economic  development  of  past? 

5.  To  what  degree  should  it  be  concerned  with  the  intellectual  develop- 
ment of  periods  studied?     (Kulturgeschichte). 

6.  How  much  space  should  be  devoted  to  the  history  of  Church? 

7.  What  emphasis  must  be  placed  upon  tracing  general  movement? 

8.  What  portion  of  the  time  should  be  allotted  to  connecting  past  events 
with  present  tendencies  and  events? 

9.  In  all  this  it  must  not  be  forgotten  that  the  roots  of  the  present  lie 
deep  in  the  past. 

IV.  Foundations  for  the  Study  of  the  Middle  Ages. 

1.  The  Empire;  its  origin,  its  importance  and  history. 

2.  Feudalism;  its  main  features,  its  function,  and  decline. 

3.  The  Christian  Church;  its  relation  to  the  Empire  and  to  Feudalism. 


Syllabus  of  Modern  European  History  1 1 

LESSON    1.     THE   EARLY    MIDDLE  AGES    (300-1095) 

I.   The  Roman  Empire  of  Ancient  Times, 

1.  Struggle  of  Rome  for  the  control  of  the  Mediterranean. 

2.  The  Empire  at  its  greatest  extent  in  early  2'nd  century. 

3.  Graeco-Roman  civilization;  fusion  of  east  and  west. 

4.  Decline  of  the  Roman  Empire  and  of  classical  civiUzation. 

a.  Economic:     decline  of  agriculture,  industry  and   population. 

b.  Political:     decline  of  municipaUties  and  growth  of     an    official 
class. 

c.  Military:     pressure  of  barbarians  and  weakening  of  the  army. 

d.  Relations  between  these  factors. 

5.  Separation  of  the  eastern  and  western  parts  of  the  empire. 
II.   Origin  and  growth  of  the  Holy  Roman  Empire. 

1.  Germanic  invasions:     end  of  the  western   (476)   and  survival  of 
the  eastern  part  of  the  Roman  Empne... 

2.  Rise  of  the  Frankish  kingdom;  the  Carolingian  mayors  of  the  palace. 

3.  Re-establishment  of  the  Empire  of  the  West. 

a.  Coronation  of  Charlemagne  as  emperor  (800). 

b.  Strife  among  the  Carolingian  successors  of  Charlemagne. 

4.  Re\-ival  of  Empire  in  the  West;  selection  of  Otto  the  Great  (962). 
III.   The  Normans  in  Europe. 

1.  In  Northern  Europe:     Norway,  Denmark  and  Russia. 

2.  In  Western  and  Southern  Europe:     England,  France  and  Sicily. 
IV.    Spread  of  Mohammedanism. 

1.  Its  origin  and  principles. 

2.  Spread  to  Asia,  Africa,  Europe;  in  Spain  and  France. 

3.  Saracen  civilization;  Bagdad,  Cairo,  Cordova. 

4.  Rise  of  the  Seljuk  Turks. 
V.   The  Eastern  Empire. 

1.  Reign  of  Justinian  (527-65). 

a.  Codification  of  Roman  law. 

b.  Conquests;  successors  and  failures  of  Heraclius. 

2.  Ci\alization  of  Byzantium. 

Assignment:     Harding,  32-50,  63-75. 

Readings:     Western  Europe,  67-103;  120-164;  Emerton,  180-213;  Adams, 

170-84;  Thorndike,   128-53,  172-91,  213-31;  Munro  and  Sellery,  212-39 

Robinson  I,  150-68,  245-60;  C.  Oman,  The  Dark  Ages,  369-423;  A.  H. 

Johnson,  The  Norman.^  in  Europe,  3-51,  71-90;  S.  O.  Jewett,  The  Normans; 

Duruy,  1-15,  71-104;  Munro. 
Suggestive   Questions: 

1.  To  what  extent  were  the  Germanic  trilies  a])le  to  introduce  tlieir  own 
civilization  into  the  areas  they  conquered? 

2.  In  what  sense  may  Byzantium  be  considered  the  most  important  city 
in  the  medieval  world? 

3.  Trace  the  influence  of  the  Northmen  upon  the  history  of  medieval 

Europe. 


llJ  Inihana   I'MNlOltSirY 

LESSON  2.     HIE  LATER  MIDDLE  AGES  (1093-1521) 

I.  The  Crusades. 

1.  Causes:     religious,  political,  economic. 

2.  General  character  and  extent  of  the  movement. 

3.  Leading  events  and  characters;  the  first  four  crusades. 

4.  Immediate  and  fundamental  effects  upon  Europe. 

II.   The  Mongols  and  the  Ottoman  Turks.      (1261-1463) 

1.  Mongol  activity  following  the  crusades — Jenghiz  Khan. 

2.  The  work  of  Tamerlane  and  the  advance  of  Bajazet. 

3.  Rise  of  the  Ottoman  Turks. 

a.  Battles  of  Nicopolis  (139(5)  and  Angora  (1402). 

b.  Extent  of  their  conquests,  fall  of  Constantinople  (1453). 

c.  Character  of  their  rule;  use  of  the  Janizaries, 
ill.    Italy  during  the  later  Middle  Ages. 

1 .  Emperor  vs.  papacy. 

2.  Papal  seat  is  removed  to  France. 
IV.   Germany  in  the  later  Middle  Ages. 

1.  Achievements  of  the  Early  Hohenstaufens. 

2.  Decline  of  the  Hohenstaufens. 

3.  Rise  of  the  Hapsburgs. 

V.   France  in  the  Middle  Ages. 

1.  Rise  of  the  Capetian  dynasty. 

2.  Feudal  disorganization  of  the  country. 

3.  Settlements  of  the  Normans  in  France. 

4.  Consolidation  and  centralization  of  the  realm. 

a.  Phihp  Augustus  (1180-1223);  relations  with  England  and  witl) 
the  papacy. 

b.  Louis  IX  (1226-70)  and  development  of  the  central  government. 

c.  French  kings  of  the  14th  century  and  the  Avignon  papacy. 
Assignment:     Harding,  114-43.     For  the  area  of  the  Empire  consult  Muir, 

23b. 

Readings:  Hayes  I,  10-14;  Adams,  258-78;  Hulme,  19-27,  36-49;  Archer 
and  Kingsford,  The  Crusades,  passim;  Robinson,  I.  312-43;  Thorndike, 
532-59;  Munro  and  Sellery,  248-73;  R.  Lodge,  TheCloseof  the  Middle  Ages, 
243-314,  494-514;  Tout,  Empire  and  Papacy,  177-97,  295-392;  J.  Bryce, 
Holy  Roman  Empire,  chs.  X-XTI;  Western  Europe,  173-200;  Duruy, 
261-89;  346-85;  IMunro. 

Suggestive    Questions: 

1.  Had  you  been  a  French  knight,  desirous  of  going  upon  a  crusade, 
how  would  you  have  prepared  for  the  expedition? 

2.  What  was  the  secret  of  the  success  of  the    Mohammedans    during 
the  Crusades?  for  the  success  of  the  Ottoman  Turks? 

3.  Voltaire  said  that  the  Empire  was  neither  Holy,  nor  Roman,  nor  an 
Empire.     Was  he  right? 


Svi.l.AIM   S    OF    MoiiEltX    EriiOl'EAX    HiSToUY  1."' 

LESSON  3.      POLITICAL  OK(,  VNIZATIOx\  OF  THE  .MIDDLE  AGES 

FEUDALISM 

I.    Political  orgaiiii^atiun  in  antiquity. 

1.  Tlie  city-state  in  the  east  and  among  the  Greeks  and  Romans. 

2.  Consolidation  of  the  ancient  world  in  the  Roman  Empire. 

3.  The  break-up  of  the  Roman  Empire  and  the  beginnings  of  feud- 
ism. 

a.  Commendation. 

b.  Fatrocinium,  precariuin,  heneficium. 
II.    Political  Elements  of  Feudalism, 

1.  Land  tenure — the  fiefs  and  subinfeudation. 

2.  Relation  of  suzerain  and  vassal. 

a.  Suzerain  guaranteed  security  to  the  vassal. 

b.  Vassals  guaranteed  loyalty  and  service. 

1.  Military  vs.  menial  services. 

2.  Feudal  aids  and  feudal  dues. 

3.  Other  rights  of  the  overlord. 

3.  Legal  position  of  the  villein. 

a.  Protected  by  the  overlord. 

b.  Free  in  relation  to  all  men  except  his  overlord.    • 
e.   Bound  to  the  soil. 

d.  Tried  in  manorial  courts. 

e.  Performed  menial  services  and  paid  customary  dues. 

III.  Complexities  and  Irregularities  of  the  System. 

1.  A  vassal  might  be  suzerain  to  his  overlord. 

2.  The  king  often  a  vassal  of  one  of  his  subjects. 

3.  Peculiarities  in  relation  of  ecclesiastical  property  to  feudalism. 

IV.  Social  Side  of  Feudalism. 

1.  Chivahy;  altitude  toward  noble  women. 

2.  Knighthood;  training  for  social  life. 

3.  Tournaments;  preparation  for  war. 

Assignment:     Harding,  50-60;  Western  Europe,  104-19;  Tickner,  119-35. 
Readings:     Munro      and    Selleiy,    159-76.     188-201;     Adams.     194-226; 

Luchaire,  306-73;  Thorndike,  232-53;  Emerton,  236-56;  Emerton,  Med. 

Europe,  478-508;  A.  H.  .Johnson,  The  N  or  mans  in  Europe,  96-114;  Duruy, 

200-34;  Mum-o, . 

Suggestive    Questions: 

1.  Can  you  account  for  the  differences  of  opinion  among  authorities  as 
to  the  origin  of  feudalism? 

2.  What    were    the   functions   performed   In'  the  courts  customary,   the 
court  leet.  and  the  court  baron? 

3.  E.xplain:     escheat,  forfeiture,  disseisin,  feud,  homage,  patrocinium. 


14  Indiana  University 

LESSON  4.     MEDIEVAL  AGRICULTURE 

I.   Agriculture  in  Antiquity. 

1.  In  the  earl3^  Greek  or  Roman  city-state;  use  of  slave  labor. 

2.  Decline  of  Italian  agriculture  in  2nd  century,  B.  C. 

3.  Agriculture  in  the  provinces  under  the  Roman  Empire. 

4.  Decline  of  agriculture  in  the  later  Roman  Empire. 

a.  Growth  of  cities  at  the  expenses  of  rural  districts. 

b.  Decreases  in  slave  labor;  appearance  of  the  coloni. 

5.  Decline  of  agriculture  as  a  factor  in  the  downfall  of  the  empire. 
II.   Importance  of  agriculture  in  800. 

1.  Vast  majority  of  people  engaged  in  agriculture. 

2.  Manor  the  unit  of  agriculture;  its  size,  population  and  importance. 

3.  Self-sufficiency  of  the  manor. 

4.  Productivity  of  medieval  agriculture. 

III.  The  Lord  of  the  Manor. 

1.  His  feudal  position. 

2.  Wealth  and  general  importance. 

3.  His  domestic  servants  and  retinue. 

IV.  The  Peasantry. 

1.  Free  tenants,  their  positions,  number  and  importance. 

2.  Metayers,  who  worked  land  upon  the  shares. 

3.  Villeins  or  serfs — most  important  class  on  manor. 

a.  Their  number  (enlarge). 

b.  Their  duties. 

c.  Dues,  fees  and  fines. 

4.  Cottars  and  agricultural  laborers. 

Assignment:  Cheyney,  31-52.  Hayes,  I.  26-34.  The  student  should 
draw  for  himself  a  diagram  of  a  manor. 

Readings:  Consult  Muir,  xxvi  and  Shepherd,  104;  Gibbins,  65-85; 
Robinson,  399-406;  Ogg,  18-25;  Warner,  26-44;  R.  E.  Prothero,  English 
Farming  Past  and  Present,  1-30;  Tickner,  10-24;  Usher,  119-26. 

Suggestive  Questions: 

1.  What  do  you  consider  the  chief  disadvantage  in  the  manorial  system 
for  the  serf?  for  the  manorial  lord? 

2.  Carefully  define  the  following  terms:     heriot,  chevage,  glebe,  demesne, 
commons,  enclosure. 

3.  What  reasons  can  you  give  to  account  for  the  unprogressiveness  of 
medieval  agriculture? 


Syllabus  of  Modern  European  History  15 

LESSON  5.     RURAL  LIFE  IN  1500. 

I.   The  System  of  Agriculture. 

1.  Size  and  population  of  the  manor. 

2.  Important  divisions. 

3.  The  three  field  system. 

a.  The  open  fields. 

b.  Distribution  of  land  among  the  ^dlleins. 

4.  General  productivity  of  the  soil. 
II.   Raising  of  live  stock.    . 

1.  Varieties. 

2.  Size  and  care. 

3.  Uses  for  food  and  transportation. 

III.  The  Homes  of  the  people. 

1.  Manor  house. 

2.  Peasant  cottages. 

3.  Ventilation  and  sanitation. 

IV.  Food  and  Clothing. 

1.  Lack  of  variety  in  food;  few  vegetables  and  fruits. 

2.  Little  meat  for  serfs. 

3.  Clothing  usually  of  coarse  wool  and  extremely  dirty. 
V.    Social  Life  of  the  People. 

1.  Centered  around  the  manor. 

2.  Influence  of  the  Church. 
VI.   Decline  of  the  manor. 

1.  Influence  of  the  Black  Death. 

2.  Increase  in  trade. 

VII.  The  Manor  as  a  judicial  unit. 

1.  Punishment  of  crime. 

2.  Court  leet;  court  baron. 

Assignment:     Hayes  I.  34-6;  Tickner,  25-36;  Cheyney,   123-34,   141-7. 

Readings:  R.  E.  Prothero,  English  Farming  Past  and  Present,  31-54; 
Gibbins  111-9;  Ogg,  25-35;  Cunnmgham,  I.  396-408;  Hallam.  Middle 
Ages,  ch.  ix,  passi7n;  C.  Seignohos,  Feudal  Regime,  1-65;  Lipson,  ^/conomc 
History  of  England,  30-76;  Jessopp,  Village  Life  in  England  Six  Hundred 
Years  Ago;  Usher,  127-33. 

Suggestive  Questions: 

1.  Why  was  so  little  attention  paid  to  the  rearing  of  live  stock;' 

2.  What  were  the  most  important  causes,  immediate  and  remote  of 
the  decline  of  the  manorial  system?  •     u       i 

3  What  is  your  estimate  of  the  average  daily  wage  of  the  agricultural 
laborer  or  villein  in  1300?  How  does  it  compare  in  purchasing  power  with 
agricultural  wages  today? 


16  Inkiaxa  Fxi\t;i!sitv 

i.KSSOX   (i.      MEDIEVAL    lOWNS  AND  MEDIEVAL  LNDLSTKY 

1.   Economic  Stages  in  lluiiiuii  Life. 

1.  Hunting  and  fishing. 

2.  Nomadic  stage. 

3.  Agi"ieultural  (manorial)  system. 

4.  Handicraft  stage. 

5.  Domestic  system. 

6.  Factory  system. 

II.    Causes  for  the  origin  and  growtli  of  towns. 

1.  Physical  position. 

2.  Nearness  to  cathedral  or  abbey. 

3.  On  trade  routes. 

III.    Rise  of  Merchant  gilds. 

1.  Functions. 

2.  Importance. 
TV.   Craft  gilds. 

L  Reasons  for  their  origin. 

2.  Functions-economic,  social,  political. 

3.  1  nfluence  upon  industry. 

4.  Their  gradiial  decay. 

V.   The  '"domestic"  system. 

1.  Competes  with  the  crafts. 

2.  Rise  of  the  entrepreneur,  importance  of  capital. 
VT.   Life  in  the  Towns. 

1.  Architecture  and  furniture. 

2.  Influence  of  the  gilds. 

3.  Food  and  dress. 

4.  Sanitation  and  police. 

5.  Crime  and  its  punishment. 

Assignment:     Harding,  180-6;  Hayes  I.  36-43;  Cheyney,  57-73. 

Readings:  R.  T.  Ely,  Outlines  of  Economics;  J.  A.  Fronde,  History  of 
England  I.  ch.  i;  W.  J.  Ashley,  90-242;  Lipson,  163-95;  Hallam,  Middle 
Ages,  ch.  ix,  pt.  2;  Ogg.  45-64;  Cunningham,  I.  336-52;  Gibbons,  86-97, 
134-48;  Tickner,  42-84;  Mrs.  J.  R.  Green,  Toivn  Life  in  the  Fifteenth  Cen- 
tury, I.  ch.  iv,  II.  eh.  ii;  Munro  and  Sellery,  358-65;  Thorndike,  327-40. 
Usiier  .^2-86,  134-94. 

Suggestive  Questions: 

1.  Name  six  cities  having  more  than  100,000  population  in  1500. 

2.  Why  did   the  craft  gilds  decline?     To  what  extent  did   the  crafts 
hinder  the  development  of  industry? 

3.  Would  you  have  preferred  to  live  in  town  or  country  in  1500?     Why? 


SVM.AIMS    or    .MciDKKX    EuROl'KAX    HlSTOltV  17 

LESSON  7.     MEDIEVAL  COMMERCE. 

I.   Commercial  Life  of  Ancient  Times. 

1.  Great  trading  centres;    Crete,    Egypt,    Greek   cities,   cities  of   the 
Roman  Empire. 

2.  Difficulties  besetting  ancient  commerce. 

'A.   Important    commodities;  ^rain.    olive    oil.     wine,     dyes,     metals, 

luxuries. 
4.  Trade  routes. 

a.  Through  the  ^Slediteranean  to  the  levant  and  the  Black  Sea. 

b.  From  the  eastern  ]\Iediteranean  and  Aegean  to  the  East. 

c.  Persistence  of  important  routes  throughout  history. 
II.   Influence  of  the  Crusades. 

1.  Upon  ^Mediterranean  cities. 

2.  Upon  trade  routes. 

3.  Introduction  of  new  commodities. 

III.  Important  Commodities  of  trade. 

1.  With  the  Orient  and  Northern  Africa. 

2.  Between  European  nations. 

3.  Important  markets  and  fau's. 

IV.  Great  Trading  Centers  of  Europe. 

1.  Italian  cities  in  the  ]SIediterranean. 

2.  Flanders  on  North  Sea  betwen  Mediterranean  and  Baltic. 

3.  Hansa  towns  on  the  Baltic. 
V.    Medieval  trade  routes. 

1 .  The  three  routes  to  the  Orient. 

2.  Principal  routes  ^\'ithin  Europe. 

3.  The  work  of  the  Hanseatie  League. 

4.  Attack  of  the  Ottoman  Turks  upon  Oriental  commerce. 
VT.    Great  increase  in  Commerce. 

1.  Causes. 

2.  New  cpmmodities. 

Assignment:     Harding,  186-9;  Cheyney,    75-94;    Western   Europe,   242-9; 

begin  map  study  No.  1. 
Readings:     Hayes  I.  43-53;  Clive  Day,   History  of  Commerce,  31-77;  Ogg, 

65-75;    Gibbins,   98-100;    120-33;    Cheyney,    147-64;   Adams,    279-310; 

E.  P.  ChejTiey,  Background  of  American  Histonj,  1  40. 
Suggestive    Questions: 

1.  What  effect  did  the  crusades  have  upon  the  growth  of  towns  in  France 
and  Germany? 

2.  To  what  extent  did  the  capture  of  Constantinople  by  the  Turks  inter- 
fere with  Oriental  commerce?     (See  Hayes). 

3.  What  causes  contributed  to  the  rather  rapid  growth  of  towns  and  of 
commerce  at  the  close  of  the  middle  ages? 


18  Indiana  University 

LESSON  8.      THE  CHURCH    IN    THE    EARLY    MIDDLE   AGES. 

T.   Tlie  Origin  of  Christianity. 

1.  Hebrew  elements — the  idea  of  monotheism. 

2.  Conditions  and  ideas  in  Palestine  at  the  time  of  Jesus. 

3.  Influence  of  Greek  philosophy  upon  the  early  church. 
IT.   The  Church  in  the  Roman  Empire. 

1 .  The  apostohc  age  and  the  early  missionaries. 

2.  Dechne  of  Roman  state  rehgion  and  spread  of  oriental  faiths. 

8.  Attitude   of   the   Roman  government   generally   toward   friendly 
religion. 

a.  Toleration  toward  Christianity  under  most  emperors. 

b.  Persecutions  under  Domitian,  Diocletian  and  Nero. 

4.  Constantine  and  the  victory  of  Christianity  over  other    rehgions. 

a.  Persecution  ceases  and  Christianity  becomes  state  rehgion. 

b.  Arianism  and  Athanasianism — Council  of  Nicaea  315  A.  D. 

5.  The  Church  fathers:     Ambrose,  Augustme,  Gregory  and  Jerome. 

6.  Growing    breach    between  eastern  and  western  branches  caused 

by, 

a.  Differences  of  civilization  and  di^dsion  of  the  empire. 

b.  Political  and  doctrinal  differences;  papacy  and  iconoclast, 
in.   The  Growth  of  the  Papacy  (440-1046). 

1.  Reasons  for  the  ascendency  of  the  bishop  of  Rome. 

a.  The  Petrine  tradition. 

b.  Political  importance  of  the  city  of  Rome. 

c.  Forged  documents:     Donation  of  Constantine,  False  Decretals. 

2.  The  popes  and  the  barbarians. 

a.  Gregory  the  Great  (590-504),  St.  Augustine  and  the  conversion 
of  England;  St.  Boniface  and  the  Germans. 

b.  The  popes  and  the  Frankish  kingdom;  Clovis  and  Pippin. 

3.  Growth  of  the  Church  under  Charlemagne. 
IV.   The  Rise  and  Growth  of  Monasticism. 

1.  Pre-Christian  and  early  Christian  monks;  the  ascetic  ideal. 

2.  St.  Benedict  (480-543) ;  the  Benedictine  order  and  rule. 

3.  The  monasteries  in  relation  to  ecclesiastical  and  temporal  powers. 

4.  Evils  of  the  system  and  the  Cluniac  reforms. 
Assignment:     Harding,  77-90;  Western  Europe,  44-66. 

Readings:  Emerton,  92-113;  Adams,  39-65,107-36;  Thorndike,  95-115; 
154^70;  Munro  and  Sellery,  114-36;  Jessopp,  Coming  of  the  Friars,  113-66; 
E.  Gibbon,  Decline  and  Fall  of  the  Roman  Empire,  chs.  xv  and  xvi;  Luehaire, 
37-92,  212-48;  Carter,  Religious  Life  of  Ajicient  Ro^ne,  chs.  iii,  iv  and 
viii;  Thatcher  and  Schwill,  Europe  in  the  Middle  Age,  230-56;  Duruy, 
105-21;  Munro. 

Suggestive   Questions: 

1.  Account  for  the  final  triumph  of  the  Christian  church  in  the  Roman 

Empire. 

2.  What    were  the  causes  for  and  the  effects  of  the  ascendancy  of  the 

bishop  of  Rome?' 

3.  What  was  the  importance  of  Monasticism  in  medieval  life? 


Syllabus  of  Modern  Ei'ropean  History  19 

LESSON  9.     THE  PAPACY  AND  THE  EMPIRE 

I.   Conflicting  claims  of  Emperor  and  Pope. 

1.  Election  of  bishop  and  pope. 

2.  The  ceremony  of  investiture — the  e^al  of  simony. 

3.  Control  of  land  belonging  to  the  Church;  papal  taxation. 
II.   Investiture  Contest  between  Hildebrand  and  Henry  IV. 

1.  Hildebrand's  influence  before  he  became  pope  (1046-73). 

2.  Attitude  of  Hildebrand  and  Henry  on  investitures. 

3.  Council  of  Worms  (1076). 

4.  Deposition  of  Henry-Canossa  (1077). 

5.  Renewal  of  the  struggle;  death  of  Gregory. 

6.  Outcome  of  the  contest;  Concordat  of  Worms  (1122). 
III.   The  rise  of  Hohenstaufens  (1122-1250). 

1.  Frederick  Barbarossa  in  Italy. 

a.  Guelf  and  GhibelUne. 

b.  Rivalry  with  the  papacy  and  the  Lombard  League. 

2.  Papal  power  at  its  height:     relations  of  Innocent  II  with  England 
and  France. 

3.  Frederick  II's  Reign. 

a.  Renewed  struggle  with  pope. 

b.  Intellectual  revival  in  Sicily. 

IV.   Fall  of  the  Hohenstaufens  and  the  Great  Interregnum  (1250-73) . 

Assignment:     Harding,  98-110,  145-7,  164-7;  Emerton,  135-50. 

Readings:  Western  Europe,  164—86;  Medieval  Europe,  210-357;  Adams, 
227-58;  Thorndike,  230-99;  Fisher,  Short  History  of  the  Christian  Church, 
182-92;  Emerton,  Beginnings,  47-105;  T.  F.  Tout,  The  Empire  and  the 
Papacij,  120-50,  221-73;  Thatcher  and  SehwiU,  Europe  in  the  Middle 
Age,  257-317;  Duruy,  235-60;  Munro. 

Suggestive   Questions: 

1.  Who  was  the  real  victor  in  the  struggle  between  emperor  and  pope? 

2.  Show  the  efftcieney  of  interdict  and  excommunication  in  the  struggle 
between  the  pope  and  temporal  rulers. 

3.  What  is  the  historical  significance  for  Italy  and   Germany  of  the 
struggle  between  the  empire  and  the  papacy? 


iMI  IxniANA  University 

LESSON  10.     THE  CHURCH    IN  THE   LATER   MIDDLE  AGES 

I.    Orfiiiiiizatioii    an«l    Membership. 

L  Gcof^raphical  and  hierarcliical  organization. 
2.  S(M'ulai-  and  rryular  clergy;  functions  and  character  of  ])oth. 
1  I.    IJcliefs  and  Ceremony. 

L  Sacraments:     penance,  eucharist,  ordination,  extreme  unction. 
2.  Theology:     the  Church  as  the  sole  interpreter  of  the  will  of  God. 
111.    Orthodoxy    and   Heresy. 

1 .  Reasons  for  the  attitude  of  the  Churcli  toward  free  thought. 

2.  Heretical  sects  and  their  treatment, 
a.  Albigenses  and  Waldenses. 

1).  Wiclif  and  the  Lollards  in  England. 

c.  John  Hus  of  Bohemia  and  the  Council  of  Constance. 

3.  Weapons:     excommunication  and  interdict,  the  Inquisition. 
IV.    The  Franciseans  and  Dominicans. 

1 .  Purposes  of  their  founders  and  the  organization  of  the  orders. 

2.  Differences  between  the  two_groups. 

3.  Gradual  decline  of  monastic  orders  and  reasons  therefor. 
V.    The  Babylonian  Captivity,  (1305-77). 

1.  Boniface  VTIT  (1294-1303);  relations  with  France. 

2.  Popes  of  the  captivity  and  their  worldhness. 

3.  Effect  of  the  captivity  upon  the  papacy,  the  people,  and  the  national 
states. 

VI.    The  Great  Sehism  (1378-1118). 

1.  The  double  papacy. 

2.  Council  of  Pisa  (1409)  resulting  in  tlu-ee  popes. 

3.  Council  of  Constance  (1418-18);  the  sehism  healed. 
Assignment:     Harding,  215-9,  264-70;  Hayes,  I.  112-24;  We.'ilern  Europe, 

224-32. 

Readings:     Hulnie,   3-19;  Jessopp,  Coining  of  the  Friars,   1-53;   Luchaire, 
104-248;  Emerton,  Beginnings,  106-64;  Adams,  392-415;  Tickner.  85-103 
Munro  and  Sellery,  137-58;  H.  O.  Taylor,  The  Medieval  Mind,  415-42 

Lodge,  Close  of  the  Middle  Ages,  182-222;  Duruy,  505-16;  Munro, 

Western  Europe,  201-24,  303-20. 

Suggestive    Questions: 

1 .  Why  was  the  church  so  hostile  toward  heresy? 

2.  Account  for  the  rise  of  mendicant  orders. 

3.  What  were  the  results  of  the  Babylonian  captivity?  of  the  Cireat 
Schism? 


Syi.i.aius  of  Modeux  Imkoi'F.ax  History  21 

LESSON    11       THE   IMELLKCTUAI.   HEKll  V(;i:  OF    IIJE 

MIDDLE  AGES 
I.    Greek  civilization  the  basis  of  our  own. 

1.  Spirit  of  inquiry  and  reason. 

2.  Philosophy  and  science. 

a.  Ionian  school  of  6th  century,  B.  C. 

b.  Pythagoras,  the  mathematician ;  Archimides,  the  physicist. 

c.  Socrates,  the  master  thinker  of  Athens  in  oth  century,  B.  C. 

d.  Pupils  of  Socrates;  Plato  and  the  ideal  state. 

e.  Aristotle,  A\Titer  on  philosophy,  science,  politics,  ethics,  meta- 
physics. 

f .  Hellenistic  Age. 

1.  Scholars  of  the  museum  at  Alexandria,  a  state  university. 

2.  Rise  of  Stoicism,  Epicureanism,  Neo-platonism. 

3.  Literature. 

a.  Poetry;  the  Homeric  epics,  Hesiod,  tlie  lyric  poets. 

b.  Historj'. 

1.  Herodotus,  the  father  of  history;  Persian  War.s. 

2.  Thucydides  and  critical  history;  Peloponnesian  War. 

c.  Drama  and  oratory. 

4.  Architecture  and  Sculpture. 

11.   The  Romans  and  the  Transmission  of  Greek  Ideas. 

1.  Ideas  on  law  and  govermnent,  a  genuine  Roman  contribution. 

2.  Roman  literature  and  science  largely  modelled  on  the  Greek. 

3.  Spread  of  Greek  philosophy  and  culture  among  the  Romans. 

III.  Decline  of  learning  in  later  Roman  Empire  and  early  Middle  Ages 

1.  General  decline  of  ci-\dhzation. 

2.  Tntluence  of  the  attitude  of  the  Church  toward  pagan  learning. 

3.  The  barbarian  invasions. 

IV.  Survival  of  Learning. 

1.  hi  the  East:  the  Byzantine  Empire  and  the  Saracens. 

2.  In  the  West:  the  monasteries  and  cathedral  schools. 

3.  Universal  use  of  Latin  in  the  Middle  Ages. 

V.    Language  and  Literature  of  the  Middle  Ages. 

1.  Use  of  Latin. 

2.  Development  of  the  Romance  and  Germanic  dialects. 

3.  The  trou])adours,  trouveurs  and  minnesingers. 

\  I.    The  Rise  of  the  Universities  in  the  Later  Middle  Ages. 

1.  Early  ones:     Salerno.  Bologna,  Paris,  O.Kford.  Cambridge. 

2.  Organization:     i)rofessors,  students,  general  pubhc. 

3.  Curriculum:     trivium,  quadrivium,  and  newer  subjects. 

4.  Character  of  the  instruction;  scholasticism. 

a.  Influence  of  Aristotle's  works. 

b.  The  schoolmen:     Abelard,  All)ertus  Magnus,  Tliomas  Aquinas. 

c.  Roger  Bacon  and  the  early  opposition  to  scholasticism. 
Assignment:     Harding,  92-4;  Hayes,  I.  173-7;  Western  Europe,  2;30-76. 
Readings:     Hulme,  .59-76;  Adams,  363-72;  Compayre,  Abelard  and  Origin  of 

Universities;    Ogg,   Source  Book,   340-61;    Emerton,    Med.  Eur.,  4.50-75 
48;  Walter  Libby,    History  of  Science,  15-29,  43-53.  Luchaire,  374-81 
H.  Hallam,  Introduction  to  the  Literature  of  Europe,  I.  ch.  i;  Duiiiy,  232-34 
305-17;  Munro. 
Suggestive    Questions: 

1.  What  was  the  effect  of  the  attitude  of  the  Cliurdi  upon  le:irning  in  (lie 
Middle  Ages? 

2.  Discuss  the  influence  of  the  universities  of  tJie  later  Middle  Ages. 

3.  How  did  the  Greeks  contribute  to  the  civilization  of  the  Middle  Ages? 


22  Indiana  University 

LESSON  12.     THE  RENAISSANCE:      REVIVAL  OF  ARTS  AND 

LETTERS 

I.    Revival  of  Literature. 

1.  Dante:     The  Divine  Comedy  Siwd  The  New  Life. 

2.  Petrarch  and  the  revival  of  Latin  studies. 

3.  Boccaccio's  the  Decameron. 

4.  Chaucer  and  the  revival  in  England. 
3.  Chrysoloras;  re^^val  of  Greek  studies. 

n.   Tlie  Humanists. 

\.  Colet  and  More  in  England. 
2.  Ei-asmus  in  The  Netherlands  and  England. 
in.    The  Revival  of  the  Arts. 

1.  ISIedieval  art:     Romanesque,  Byzantine,  Gothic. 

2.  Architecture;  Brunellesco,  Michaelangelo. 

3.  Sculpture;  Ghiberti.  Donatello,  Michaelangelo. 

4.  Painting — 

a.  Italy,  Giotto,  de  Vinci,  Michaelangelo,  Raphael,  Titian. 

b.  Low  Countries;  Jan  Van  Eyck,  the  Van  Dj'cks,  Rembrandt, 
Rubens. 

c.  Germany:     Durer  and  Holbein. 

d.  Spain:     Velasquez  and  Murillo. 

Assignment:     271-6;  Hayes,  I.  180-95;  Western  Euro'pe,  328-47,  passim. 

Readings:  Mrs.  M.  O.  Oliphant,  Makers  of  Florence,  1-164;  J.  A.  Symonds, 
.4  Short  History  of  the  Renaissance,  214—62;  Adams,  364-91;  Ogg,  Source 
Book,  443-73;  Cellini,  Autobiography,  passim;  Emerton,  Beginnings,  461- 
502;  Hallam,  Literature  of  Europe,  I.  ehs.  ii  and  iii;  Lord  Bacon,  Advance- 
ment of  Learning,  passim;  Duruy,  517-34;  Munro, . 

Suggestive  Questions: 

1.  Why  did  the  Renaissance  begin  in  Italy  rather  than  in  France? 

2.  What  are  the  essential  differences  between  Medieval  and  Renaissance 
art? 

3.  What  influence  did  the  Renaissance  have  upon  the  church?     The 
Church  upon  the  Renaissance? 


Sylt.atus  of  Modern  EuRorEAX  History  23 

LESSON  13.     THE    RENAISSANCE:     REVIVAL  OF  SCIENCE 

I.    Science  of  the  earlier  IVIiddle  Ages. 

1.  Astrology,  alchemy,  and  the  natural  sciences. 

2.  Geographical  knowledge. 

a.  Ideas  as  to  the  size  and  shape  of  the  earth;  Ptolemaic  theorv". 

b.  Widening  of  geographical  knowledge  by  12dO;  the  Polo  brothers. 

3.  Attitude  of  the  Church  and  the  schoolmen  toward  experimental 
science. 

II.    Thirteenth  Century;  Beginninp  of  the  Revival. 

1.  Roger  Bacon  (.1214-94). 

2.  Albertus  Magnus  (119.5-1280)  and  Thomas  Aquinas  (1227-74). 

III.  Valla;  revival  historical  science;  Donation  of  Constantine. 

IV.  Politics. 

1.  Influence  of  Aristotle. 

2.  Machiavelli's  The  Prince. 
V.   Astronomy  and  Physics. 

1.  The  geocentric  theory. 

2.  Copernicus  (1473-1543)  and  the  heliocentric  theoiy. 

3.  Kepler  (1571-1830)  and  Gilbert  (1540-1603). 

4.  Galileo  (1564-1842). 

VT.   Chemistry  and  the  Biological  Sciences. 

1.  Paracelsus  (ca.  1490-1541). 

2.  Harvey  (1578-1657). 
VII.   The  inventions. 

1.  The  mariner's  compass;  increase  of  geographical  knowledge. 

2.  In  bookmaking:     paper,  movable  type  and  printing. 
VIII.   General  cfFects  of  the  Renaissance. 

1.  Diffusion  of  knowledge. 
6.  Growth  of  a  spirit  of  inquiry. 
Assignment:     Harding,  276-9;  Hulme,  124-43;  Hayes,  I.  177-80,  186-201. 
Readings:     A.  D.  White,   History  of  the  Warfare  of  Science  with  Theology, 
passim;  S:^-monds,  Age  of  Despots,  243-90;  Sedge^^^ek  and  Tyler,   History 
of  Science,  53-98;  hocy,  Biology  and  Its  Makers;  Cajori,  History  of  Physics; 
Abbott,  I.  58-81,  240-53;  Hallam,  Literature  of  Europe,  I.  eh.  ii,  passim; 
Bacon,  Novum  Organum,  passim;  Duruy,  318-40;  Munro,  . 

Suggestive   Questions: 

1.  What  was  the  effect  of  the  Revival  of  Science  upon  the  Church? 

2.  What  was  the  influence  of  the  \witings  of  Aristotle  upon  the  Revival 

of  Science? 

3.  Why  did  the  Church  object  to  Galileo's  scientific  statements? 


-J  TM'I.WA    I'\I\  KItSlTV 

LESSON   14.     THE  DECLINE  OF  FEUDALISM 
T.   The  Noble  at  War. 

1.  The  basis  of  military  organization. 

2.  The  influence  of  the  Crusades. 

3.  The  Hundred  Years  of  War. 

4.  Constant  revolts  of  ^'assals  against  their  .suzerains. 
TI.   The  Increase  of  Industry  and  Coninierre. 

1.  Importance  of  the  Crusades. 

2.  The  development  of  a  trading  class. 

3.  Growth  of  toAvns. 

4.  Increase  in  manufactures. 

5.  Work  of  Hanseatie  League  and  Italian  city  states. 

III.  Feudalism  in  the  Church. 

1.  Lands  held  in  mortmain. 

2.  Relation  of  the  ecclesiastical  vassal  to  the  king. 

3.  Interest  of  the  clergy  in  trade. 

IV.  Relics  of  Feudalism  still  in  existence. 

1.  Titles  of  nobiUty. 

2.  Social  and  political  privileges. 

3.  Laws  of  primogeniture. 

4.  Systems  of  land  temire. 

V.   GroAvth  of  the  National  Stales  (to  be  discussed  below). 

Assignment:     Pollard,  Factors  in  Modern   History,  26-51;  or  Adams,  337- 

363. 
Readings:     Luchaire,  249-305,  381-428;  Emerton,  Med.  Europe,  509-40; 

Thorndike,    614-40;   Emerton,  Beginnings,    164-214;   Munro,   ; 

Cro.ss,  85-6,  179,  191-208.  ^ 

Suggestive  Questions: 

1.  What  in  your  estimation  was  the  most  important  single  cause  of  the 
decline  of  feudalism? 

2.  Why  did  the  relations  of  the  church  to  feudaUsm  prove  so  trying  to 
the  feudal  king? 

3.  Why  should  the  masses  of  the  peasantry  object  to  feudalism? 


SyLLAIU'.S    of    ]MoitEHN    EUROPEAN'    HiSTOUY  25 

LE^.SON    15.     THE   FORMATION   OF  NATIONAL  STATES  IN  THE 

I5TH  CENTURY 

T.   The  Idea  of  Nationality  grows. 

1.  The  decline  of  feudalism. 

2.  Growth  of  industry  and  international  trade. 

3.  Development  of  the  vernacular. 
11.    Rise  of  Spain. 

1.  Union  of  Castile  and  Aragon  (1479). 

2.  Conquest  of  Granada  (1492)  and  Navarre  ( 1512). 

3.  Discovery  of  America. 

111.    Tlie  Development  of  Portugal. 

1.  Prince  Henry  the  Navigator  and  King  John  1 1. 

2.  Discoveries  of  Da  Gama.  the  Diazs  and  Cahral. 
\y .   Growth  of  Franee. 

1.  Influence  of  the  Hundred  Years  War. 

2.  Rivalry  of  Louis  XI  and  Charles  the  Bold. 

3.  The  French  Idngs  in  Italy:     Charles  VIII  and  Louis  XII. 
V.   The  Foundation  of  the  Tudor  Monarchy. 

1 .  Hundred  Years  War  and  Wars  of  the  Roses. 

a.  Edward  Vs  commercial  policy. 

b.  Destruction  of  feudal  nobility. 

2.  Henry  VII's  Reign  (1485-1509). 

a.  Reduced  the  feudal  nobles,  elevated  the  middle  class. 

b.  Diplomatic  marriages  with  Spain  and  Scotland, 
e.  Negotiated  many  favorable  commercial  treaties. 

3.  Henry  VIII  destroyed  power  of  the  Catholic  church. 

Assignment:     Harding,  229-44;  Hayes,  I.  3-10;  begin  Map  Study  No.  2. 
Readings:     Western  Europe,  277-302,  35-1^^68;  Pollard,  1-25;  Hidme,  50- S, 
190-200;  Adams,  331-8;  Hallam,  Middle  Ages,  ch.  IV;  Robinson,  II,  2-30; 
Thorndike,  490-510;  Emerton,  Beginnings,  1-47;  Lodge,  Close  of  Middle 

Ages,  349-393,  468-493;  Dtiruy,  392-442;  Munro, ;  J.  H.  Rose, 

Nationalily. 
Suggestive    Questions: 

1.  How  do  you  account  for  the  growth  of  the  idea  of  nationalily  in  the 
latter  part  of  the  fifteenth  century?     (Define   Nationality). 

Z-  In  which  of  the  great  national  states  would  you  have  preferred  to 
live  in  1500?     Why? 

3.     Why  did  Spain  and  Portugal  become  the  great  maritime  powers  of 
Europe  in  the  sixteenth  century?     Why  did  they  eventually  decline? 


26  Indiana  University 

LESSON    16.     THE    POLITICAL    DIVISIONS    OF    CENTRAL    AND 

EASTERN  EUROPE  IN  1500 

I.    The  Holy  Roman  Empire. 

1.  Ancient  and  medieval  conceptions  of  an  empire. 

2.  Extent  and  government. 
II.   The  City-States. 

1.  Importance  of  the  city-state  among  the  Greeks  and  Romans. 

a.  Area  and  population. 

b.  Economic  and  social  conditions. 

c.  Forms  of  political  organization:     monarchy,  aristocracy,  olig- 
archy, tyranny,  democracy. 

d.  Athens,  Sparta,  and  Rome  as  typical  and  leading  cities. 

2.  The  Italian  city-states;  resemblance  to  those  of  antiquity. 

a.  Venice  and  her  commerce. 

b.  Genoa's  trade;  rivah-j'  with  Venice. 

c.  Florence  and  her  art. 

3.  City-states  in  central  and  western  Europe. 

a.  Germany;  Hamburg,  Bremen,  Liibeck  and  the  Hansa. 

b.  Low  countries;  Ghent,  Bruges,  Ypres,  Antwerp. 

4.  The  city-states  vs.  the  new  national  states. 

III.  Northern  Europe. 

1.  Scandana^^an  countries;  the  Union  of  Kalmar  (1397). 

2.  Grand  Duchy  of  Muscovy. 

3.  Poland  and  Prussia. 

IV.  Southeastern  Europe. 

1.  Hungarj\ 

a.  Relations  with  the  Hapsburgs. 

b.  Wars  with  the  Turks. 

2.  Ottoman  Empire. 

a.  Capture  of  Constantinople  (1453). 

b.  Battle  of  Mohacz  (1526). 

Assignment:     Hayes,  I.  10-23.     Map  study  No.  2  is  now  due. 

Readings:  Western  Europe,  369-384;  Thorndike,  548-59,  576-96;  Hulme, 
36-49;  Abbott,  I.  7-42,  132-73;  Rambaud,  chs.  x-xiii;  Lodge,  Close  of 
Middle  Ages,  419-67,  484-514;  Emerton,  Beginnings,  358-460;  Bryce, 
Holy  Rotna7i  Empire,  chs.  • 

Suggestive    Questions: 

1.  Can  you  account  for  the  "imperial  state"  in  Germany  and  the  "city- 
state"  in  Italy?     How  did  their  presence  affect  the  idea  of  nationahty? 

2.  In  what   sense   did    Hungary  preserve   the   ciAdlization   of  Western 
Europe?     By  whom  was  she  aided? 

3.  Why  were  Poland  and  Russia  relatively  unprogressive? 


Syllabus  of  Modern  European  History  27 

LESSON  17.     PREDOMINANCE  OF  THE  HAPSBURGS:     REIGN  OF 

CHARLES  V 

I.   Early  History  of  the  Hapsburgs. 

1.  Origin  of  the  house. 

2.  Emperor  Maximilian. 

II.   Extent  of  Charles  V's  Dominions  (1521). 

1.  His  Spanish  inheritance. 

2.  Land  inherited  through  his  father. 

3.  The  imperial  crown. 

III.  The  Domestic  Difficulties  of  Charles  V. 

1.  His  character  and  personality. 

2.  Internal  jealousies  in  Spain. 

3.  Religious  and  economic  unrest  in  the  Netherlands. 

4.  The  Holy  Roman  Empire. 

a.  Politically:     governmental  decentralization. 

b.  ■  Religiously :     the  revolt  of  Luther. 

c.  Economically:     the  Peasant's  Revolt  (1525). 

IV.  Foreign  Affairs. 

1.  Rivalry  with  Francis  I  of  France. 

a.  Spanish  and  French  claims  in  Italy. 

b.  Marignano,  Pavia  and  the  Sack  of  Rome. 

c.  Peace  of  Cambray;  peace  of  Cateau  Cambresis. 

2.  Relations  with  England. 

a.  Connection  with  Henry  VIII's  divorce. 

b.  Marriage  of  his  son  with  Mary  Tudor. 

3.  War  with  the  Turk. 

Assignment:     Hayes,  I.  7^88;  Hulme,  258-68. 

Readings:     Johnson,    129-80,   220-60;   C.    Robertson,   Charles   V,    passim; 

Henderson,  I.  308-94;  J.  L.  Motley,  Rise  of  the  Dutch  Repiiblic;  Western 

Europe,  371-86;  Robinson,  II.  31-53. 
Suggestive    Questions: 

1.  Compare  Henry  VIII,  Charles  V,  and  Francis  I  as  to  general  appear- 
ance, personality  and  achievements. 

2.  Why  did  Charles  V  fail  to  unify  Germany  or  consolidate  the  govern- 
ment? 

3.  What  was  the  secret  of  Charles  V's  successes  over  Francis  I? 


2S  IxiuAXA   ( '\i\Ki:srrY 

LESSOX   18      PREDOMINANCE  OF  THE  H APSBURC;:     REIGN  OF 

PHILIP  II 

I.    Division  of  the  Hupsbur<;  inheritance,      i 

1 .  Part  given  to  Philip  II. 

2.  hVrdinaiuI,  his  mifle,  inherits  .Vustrian  dominions  and  sofurcs  fho 
imperial  title. 

I  I.    Donieslif  Poliey  of  Pliilip  II. 

1.  Character  and  nationality  of  Philij). 

2.  His  dilficxilties  in  Spain. 

a.  Political  jealousies. 

b.  Commercial  restrictions;  colonial  policy. 

c.  Religious  strife;  rise  of  the  Inquisition, 
.'j.  Alisori)tion  of  Portugal.     (loSO). 

4.   Revolt  of  the  Netherlands.     (ir)66-164S). 

a.  Causes:     political,  religious,  economic,  personal. 

1).  Administration  of  Alva. 

e.  Work  of  Requesens  and  the  Duke  of  Parma. 

d.  Patriotism  of  William  the  Silent. 

1.  Oi-iginally  a  Catholic;  reasons  for  opposing  Philip  [1. 

2.  Pacification  of  Ghent  (1576). 

3.  Union  of  Utrecht  (1579). 

4.  The  Ban  and  the  Apology. 

5.  Assassination  of  the  Prince  of  Orange  (1584). 

e.  Establislmient  of  independence  of  Holland. 
HI.   Foreign  Complications. 

1.  Relations  with  England. 

a.  Married  Mary  I  of  England. 

b.  His  attitude  towards  Elizabeth. 

c.  Influence  of  the  defeat  of  the  Armada  (1588). 

2.  Intereference  in  French  pohtics. 

a.  Catherine  de  Medici;  jealousy  of  Bourbon  and  Guise. 

b.  Rehgious  Wars;  War  of  the  three  Henries. 

3.  War  against  Suleiman  the  Magnificent. 

Assignment:      Western  Europe,    444—51,    462-4;    Hayes.    T.    87-109;   begin 

Map  Study  No.  4. 
Readings:     Hulme.    475-87;   Johnson.    277-314.    397-448;   Motley,    Dutch 

Republic,  ch.  ii;  Abbott,  336-58;  Robinson,  IT.  168  99:  W.  H.  Woodward, 

Expanaion  of  the  British  Empire,  17-62. 
Suggestive   Questions: 

1.  Which  in  your  estimation  was  the  abler  ruler,  Philip  11  or  his  father? 
What  are  the  reasons  for  your  conclusions? 

2.  What  part  did  Elizabeth  play  in  the  revolt  of  the  Netherlands?     What 
occasioned  the  growth  of  Dutch  commerce  during  the  period? 

3.  E.xplain:     Poliliqnes,  alcabala,  ces  gueu.x.  Council  of  Blood,  the  Span- 
ish Furv. 


Syllaius!  of  M()i»ku.\  ]"]ri;()rKAN  History  29 

LESSON  19.     CAUSES  OF  THE  COMMERCIAL  REVOLUTION 

I.    What  was  the  Coniincrcial  Revolution? 

L  Greatly  increased  the  interest  in  commeree. 
2.  It  had  three  phases:     discovery,  exploration,  scltlenieiit. 
li.  Shifted  center  of  trade  from  Mediten-anean  to  Atlantic. 
4.  Oversea  expansion  of  European  civilization. 
11.    Political  eaiise:      the  Rise  of  National  States. 

1.  Rivalry  with  city-states  of  Ni'therlauds  and  Italy. 

2.  Jealousy  of  Hanseatic  League. 
111.   Intellectual  Causes. 

1.  Influence  of  Renaissance;  the  spirit  of  adventure. 

2.  Increase  in  geographical  knowledge. 

0.  Invention  of  mariner's  compass. 
IV.    Economic  Causes. 

1.  Decline  of  craft  gilds. 

2.  Increase  of  commerce  and  manufacturing. 

3.  Increased  demands  for  Oriental  commodities. 

4.  Capture  of  Constantinople  by  Turks. 

Assignment:     Haj^es,  I.  49-53;  Cheyney,  147-76. 

Readings:     W.  H.  Woodward,  Expansion  of  British  Empire,  9-44;  Abbott, 

I.  60-81;  G.  L.  Beer,  Origins  of  (he  British  Colonial  System  (1578-1660),  32- 

52;  Gibbins,  223-33;  Camb.  Mod.  Hist.  I,  eh.  i;  Warner,  168-200,  W.  R. 

Shepherd,    "Expansion   of  Europe;"  Polit.  Sri.  Quart.,  Vol.  34,   pns.^im; 

E.  Cressey,  Outline  of  Indust.    Hi.st.,  34-54. 
Suggestive    Qviestions: 

1 .  To  what  extent  is  it  true  that  Columbus  was  venturing  out  into  a  great 
unknown  and  uncharted  ocean? 

2.  Exactly  what  is  the  bearing  of  Professor  Lybyer's  studies  upon  the 
significance  of   the   captm-e  of   Constantinople? 

3.  How  did  the  increase  in  world  commerce  help  bring  about  the  Com- 
mercial Revolution? 


30  Indiana  University 

LESSON  20.     DISCOVERIES  AND  EXPLORATIONS 

I.   Influence  of  Nationalistic  Ambitions. 

1.  Laud  hunger  for  more  territorj'. 

2.  Greed  for  resources  to  enrich  the  country. 

3.  Extension  of  the  culture  of  the  mother  country. 
IL   Activity  of  the  Portugese. 

1.  The  pioneer  work  of  Prince  Henry  the  Navigator,  the  Diazs  and 
de  Gama. 

2.  Early  explorations  of  Cabral  and  Cortereal  in  America. 

3.  Discoveries  in  the  East  Indies  and  India. 

III.  Work  of  the  Spanish. 

1.  Explorations  of  Columbus,  Vespuceius,  Balboa,  De  Soto. 

2.  Magellan's  circumnavigation  of  the  globe  (1519-22).     . 

3.  Spanish  claims  in  the  Americas. 

IV.  Dutch  Explorers. 

1.  Explorations  of  Hudson  in  America. 

2.  The  Dutch  in  the  East  Indies. 

V.   English  Discoveries  and  Explorations. 

1.  Discoveries  of  the  Cabots. 

2.  Search  for  the  Northwest  Passage. 

3.  English  explorers  in  Northeastern  Europe. 

4.  Explorations  in  the  Indies. 
VI.   French  Explorations. 

1.  Work  of  early  explorers:     Verazzano,  Cartier,  Cham  plain. 

2.  Later  explorations  of  Marquette,  Johet,  La  Salle. 
Assignment:     Hayes,  I.  53-6;  Hulme,  175-85. 

Readings:  Abbott,  I.  148-73;  Hakluyt,  Voyages,  passim;  Camb.  Mod. 
Hist.,  I.  ch.  ii;  John  Fiske,  Discovery  of  America;  Cheyney,  Background, 
31-103;  J.  A.  Froude,  English  Seamen  in  the  Sixteenth  Century,  1-74;  Beer, 
1-31;  La  veil  and  Payne,  Imperial  England,  chs.  i-iii. 

Suggestive   Questions: 

1.  Why  were  the  Spanish  and  Portugese  so  successful  in  exploration? 
What  were  the  results  of  their  explorations? 

2.  Account  for  the  slow  start  of  the  English,  Dutch  and  French  in  ex- 
ploring. 

3.  Why  did  the  European  states  turn  their  attention  to  the  Americas 
rather  than  to  the  Orient? 


Syllabus  of  Modern  European  History  31 

LESSON  21.     THE  ESTABLISIIIVIENT  OF  COLONIAL  EMPIRES 

I.   Motives  for  Colonization. 

1.  Political:     influence  of  nation  increased  by  possession  of  colonies. 

2.  Religious:     Christianize  heatlien;  expand  influence  of  Christendom. 

3.  Economic:     mercantilist  idea. 

a.  Market  for  surplus  supplies  of  Mother  country. 

b.  Supplement  products  of  Mother  country. 

c.  Give  Mother  country  monopoly  of  carrying  trade. 

d.  Take  in  sxirplus  population. 
II.   Portugese  Colonies. 

1 .  Brazil  important  as  a  colony. 

2.  East  Indian  Islands  and  India. 

3.  Exploitation  of  the  native. 

4.  Absorption,  of  Portugese  colonies  by  Spain. 

III.  Spanish  Colonization. 

1.  Mexico:     conquest  by  Cortez;  discovery  of  silver. 

2.  Peru:     conquered  by  Pizarro;  discovery  of  gold. 

3.  Settlements  in  North  America,  South  America  and  Philippines. 

4.  Spanish  colonial  system;  attitude  towards  the  native. 

IV.  Dutch  Colonial  Empires. 

1.  Commercial  acti\-ity  of  Dutch  during  their  "Revolt". 

2.  Establishment  in  New  Amsterdam  and  the  East  Indies. 

3.  Partially  absorbed  by  the  English. 
V.  English  Colonies. 

1.  Earlier  settlements  in  America;  thirteen  colonies. 
.2.  Gained  a  hold  upon  India. 
3.  Policy  towards  colonists  and  natives. 
VI.   French  Colonization. 

1.  Secm'ed  a  late  start. 

2.  Established  principally  in  St.  Lawrence  and  Mississippi  Valleys. 

3.  Character  of  their  settlements:     attitude  towards  savages. 

Assignment:     Hayes,  I.  55-62;  Che\Tiey,  177-98. 

Readings:     R.  G.  Thwaites,  The  Colonies,  45-66;  Abbott,  I.  220-39,  315-26; 

R.  G.  Thwaites,  France  in  America,  3-71;  W.  H.  Prescott,  Conquest  of 

-     Peru,  and  Conquest  of  Mexico,  both  jmssim;  F.   Parkham,    Pioneers  of 

France  in  the  New  World,  Pt.  II.  chs.  i,  ii,  and  xi;  Cheyney,  Background, 

103-167,  202-242;  E.  G.  Bourne,  Spain  in  America;  Beer,  53-77. 

Suggestive   Questions: 

L  Why  was  it  fortxmate  for  the  English  colonists  that  they  found  the 
Indians  so  hostile? 

2.  Compare  the  French,  Dutch  and  Spanish  treatment  of  the  natives. 
What  were  the  residts  of  the  varying  policies? 

3.  What  elements  in  the  character  of  the  Anglo-Saxon  fitted  him  to 
become  the  most  successful  of  colonists? 


32  Indiana  Univeksity 

LESSON  22.     RESULTS  OF  THE  COMMERCL4L  REVOLUTION 
I.   Decline  of  Mediterranean  and  Baltic  commerce. 

1.  Gradual  decay  of  the  Italian  city-states;  Venice,  Genoa. 

2.  General  Aveakening  of  the  Hanseatic  League. 

3.  Decline  of  the  markets  of  the  Low  Countries. 
IL   New  Commercial  Methods. 

1.  Mercantihsm:     application  to  colonization. 

2.  Commercial  Companies. 

a.  Regulated  companies. 

b.  Joint  stock  companies. 

3.  Extension  of  banldng  facilities. 

III.  Introduction  of  New  Commercial  Commodities. 

1.  Tobacco,  quinine,  cocoa,  and  new  supplies  of  gold. 

2.  African  slaves. 

3.  The  importance  of  maize  in  the  settlement  of  the  United  States. 

IV.  The  Price  Revolution  of  the  Sixteenth  Century. 

1 .  I  mportation  of  grea,t  quantities  of  gold  and  silver. 

2.  Operation  of  the  "quantity  theory"  of  money. 

3.  Great  increases  in  prices  (1550-1600). 

4.  Increase  in  amount  of  mobile  capital. 

\      Development  of  an  important  trading  class. 

1.  Increase  in  manufactm-ing  and  trade. 

2.  Standards  of  wealth,  knowledge  and  comfort  rise. 

3.  Increased  importance  of  financiers. 
\  I.   Europeanization  of  the  World. 

1.  Influence  of  European  colonist  on  native. 

2.  Reaction  of  native  and  his  en-\aronment  on  colonist;  native  pro- 
ducts. 

3.  Interaction  of  colonists  upon  those  remaining  at  home. 
Assignment:     Hayes,  I.  62-9;  finish  and  hand  in  Map  Study  No.  1. 
Readings:     Camb.  Mod.  Hist.  I,  eh.  xv;  Abbott,  T.  356-57,  441-64;  Cun- 

ingham,   T,  473-90;  Tickner,  340-87;  Bland,   Tawney  and  Brown,  Eng. 
Econ.  Hist..  317-65;  400-81. 
Suggestive    Questions: 

1.  Explain  clearly  tlie  theory  upon  which  mercantilism  was  based.     What 
was  (and  is)  its  influence  in  Em-opean  polities? 

2.  What    relation    did    the  Price   Revolution  bear  to   royal   taxation? 
Illustrate. 

3.  To  what  extent  was  Europe  influenced  by  the  introduction  of  new 
commodities? 


Syllabus  of  Modern  European  History  33 

LESSON    23.     THE    PROTESTANT    REVOLT— RISE    OF    LUTHER- 

ANISM 

I.    Causes  of  the  Protestant  Revolt. 

L  Political:     jealousy  of  the  papacy  by  the  temporal  princes. 

2.  Economic:     freedom  from  taxation  and  vastness  of  church  posses- 
sions aroused  envy  of  rulers  and  individuals. 

3.  Religious:     abuses  within  the  church. 
IT.   Early  life  of  Martin  Luther  (1183-1816). 

1.  As  friar — trip  to  Rome. 

2.  Doctrine  developed — justification  by  faith  alone. 
ITL   The  Dispute  about  Indulgences. 

1.  Ninety-five  theses  (1517). 

2.  Disputation  at  Leipzig. 

3.  Separation  from  Rome  (1520) 

IV.   Growth  of  Lutheranism  in  Germany. 

1.  Luther  at  Wartburg — translation  of  the  Bible. 

2.  Melanchthon  and  Carlstadt. 

3.  Emperor  Charles  V  and  the  Edict  of  Worms. 

4.  Peasant's  Revolt  (1525). 

5.  Augsburg  Confession  (1530). 

6.  Schmalkaldic  War  and  the  Peace  of  Augsburg  (1555). 
V.    Growth  of  Lutheranism  outside  of  Germa-ny. 

1.  In  Scandanavia. 

2.  In  Prussia  and  Livonia. 

3.  In  Poland,  Hungary  and  Lithuania. 
AssignmvntiWestern  Europe,  387-400;  Hayes,  I.  124-39. 

Readings:  Hulme,  223-68;  T.  M.  Lindsay,  History  of  Reforniaiion,  I.  189- 
417;  Seebohm,  £•/■«  of  Protestant  Reformation,  97-171;  Camb.  Mod.  Hist., 
III.  104-280;  W.  Moeller,  History  of  Christian  CInirch,  III.  5-162;  Encij- 
clopedia  Britannica,  subject  "Reformation". 

Suggestive   Questions: 

1.  Why  was  Germany  in  1515  particularly  ready  to  revolt  from  Rome? 

2.  In  your  opinion  was  the  Peace  of  Augsburg  a  desirable  settlement  of 
the  controversy  between  Catholic  and  Protestant  in  Germany? 

3.  In  what    sense   was   Luther  responsible   for   the   Peasant's   Revolt? 
Justify  or  condemn  his  attitude  toward  it. 


34  Indiana  University 

LESSON  24.     THE  PROTESTANT  REVOLT— SWITZERLAND, 
FRANCE  AND  ENGLAND 

I.   The  Swiss  Revolt. 

L  Reasons  for  Zwingli's  opposition  to  the  church. 
2.  The  civil  war  in  Switzerland. 
11.   The  French  Revolt. 

1.  John  Calvin  as  a  leader. 

a.  His  life  in  France. 

b.  ReUgious  views — the  Institutes  (1536). 

e.   Autocracy  at  Geneva — religious  organization. 

2.  Growth  of  Calvinism  in  France. 

a.  The  Huguenots— factions  and  classes. 

b.  The  Religious  Wars. 

1.  Catherine  de  Medici  and  St.  Bartholomew's  Day. 

2.  War  of  the  three  Henries. 

3.  Henry  IV  and  the  Edict  of  Nantes  (1598) 
in.   John  Knox  and  the  Scottish  Revolt. 

1.  Presbyterianism  and  the  Scots. 

2.  Mary  Stuart  and  the  "lords  of  the  Congregation". 
TV.   The  English  Revolt — Anglicanism. 

1.  Henry  VIII:     The  divorce  suit  and  the  separation. 

2.  Edward  VI:   the   forty-two  articles  and    the  Book    of    Common 
Prayer. 

3.  Reaction  under  Mary;  burning  of  heretics. 

4.  The  Elizabethan  Settlement;  the  thirty-nine  articles. 

Assignment:      Western  Europe,  421-36;  Hayes.  J.  139-56. 
Reading:     Hulme,  269-307,  343-70;  Lindsay,  IT,  21-421,  Seebohm,  171- 
205;  Camb.  Mod.  Hist.,  II.  280-377,  416-512,  550-99;  Moeller,   162-218. 
Suggestive   Questions: 

1.  What  were  some  of  the  more  important  results  of  the  Protestant 
Revolt? 

2.  Why  did  the  revolt  meet  with  more  success  in  the  north  than  in  the 
south  of  Europe? 

3.  Was  Henry  IV  justified  in  forsaking  Calvinism  to  become  a  Roman 
Catholic?     Henry  VIII  in  breaking  away  from  Rome? 


Syllabus  of  Modern  European  History  35 

LESSON  25.     THE  CATHOLIC  REFORMATION 

T.   Causes  for  the  Catholic  Reformation. 

1.  The  Protestant  revolt  and  the  abuses  of  the  church. 

2.  Rehgious  panic — fear  of  Protestantism. 

8.  Revival  of  loyalty  to  the  Catholic  church. 
IT.    Rise  of  the  Society  of  Jesus. 

1.  Character  of  its  founder:     Loyola  (1491-1556). 

2.  Foundation — attitude  of  the  papacy. 

3.  Its  organization,  mihtarj'. 

4.  Puri^oses  and  methods. 

5.  Extent  of  its  influence. 

III.  The  Council  of  Trent  (1542-1563). 

1.  Pin'poses  for  which  it  was  summoned. 

2.  Results. 

a.  Reformatory  canons. 

b.  Settlement  of  church  doctrine. 

c.  Made  clear,  essential  ditferences  between  Catholic  and  Protes- 
tant. 

IV.  The    Struggle    Against    the    Protestants. 

1.  The  reforming  popes. 

2.  Work  of  the  Jesuits. 

3.  The  Inquisition:     its  extent  and  influence. 

4.  The  Index  and  the  "White  List". 
V.    Results  of  the  Struggle. 

1.  Political:     on  national  states  and  the  balance  of  power. 

2.  Economic:     on  growth  of  industry  and  commerce. 

3.  Social:     on  lower  and  middle  classes. 

4.  Religious:     on  CathoUeism,  its  spirit,  dogma  and  ritual. 

.5.  Intellectual:     to  what  degree  a  continuation  of  Renaissance? 
Assignment:     Hayes,  I.  166-69;  Hulme,  328-42. 
Reading:     Hulme.    397-475;    Lindsay,    II.    484-611;    Seebohm,    205-33; 

Camb.  Mod.  Hist.  II.  639-90;  MoeUer,  218-75,  345-58. 
Suggestive   Questions: 

1.  Account  for  the  failiu-e  of  the  Catholic  Reformation  in  England. 

2.  Why  did  Protestantism  fail  to  gain  a  foothold  in  Ireland? 

3.  Discuss  the  significance  of  the  work  of  the  Jesuits. 


.*{(!  Indiana  Univi;!:sity 

l.ESSON   2().     Tin:    CROWTII    Ol     AHSOLITISIVI    IN   FRANCE 

(1589-1661) 

T.    Political  Tendencies  in  France  before  1589. 

1.  ('(nitralizatioii  and  consolidation  under  Louis  XI. 

2.  Influence  of  the  Italian  Wars  on  the  monarchy. 
'A.   Disintop;rating  effect  of  the  Religious  Wars. 

II.  The  Reifin  of  Henry  IV — the  first  of  the  Kourbons  (1589-1610). 

1 .  Religious  policy. 

a.  Henry  IV  accepts  CathoUcism. 

b.  The  king  issues  Edict  of  Nantes  (1598);  its  signifieance. 

2.  Political  tendencies. 

a.  Strengthening  the  power  of  the  monarch. 

b.  Checks  the  financial  power  of  the  intendants. 

3.  Economic  reforms. 

a.  Condition  of  France  in  1598. 

b.  Scully's  agricultural  reforms. 

c.  King  insists  on  the  stimulation  of  industry  and  commerce. 

4.  Foreign  policy;  the  "Grand  Design". 

III.  The  Regency  of  Marie  de  Medici  (1610-1624). 

1.  Court  intrigues  and  royal  extravagance. 

2.  Estates  General  dismissed. 

3.  Rise  of  Richelieu. 

IV.  The  Domestic  Policy  of  Cardinal  Richelieu   (1624-1642). 

1.  Political  policy. 

a.  Disregarded  Estates  General  and  Parlement  de  Paris. 

b.  Curbed  rebellious  nobles;  appointed  intendants. 
e.   Destroyed  the  political  power  of  the  Huguenots. 

2.  Economic  policy  weak  and  unsuccessful. 

V.   Cardinal  Mazarin  as  first  minister  of  France  (1642-1661). 

1.  Probably  secretly  married  to  Anne  of  Austria. 

2.  Continued  the  domestic  and  foreign  policies  of  Richelieu. 

3.  Difficulties  with  the  Fronde — the  Old  and  New  Fronde. 

Assignment:     Hayes,  I.  207-18;  Hulme,  189-200. 

Readings:     Wakeman,  1-38,  132-64;  J.  B.  Perkins,  Richelieu,  1-16,  142-55, 

22.5-.58;  Adams,  Growth  of  French  Nation,  180-201;  R.  Lodge,  Richelieu,  ch. 
viii;  Willert,  Henry  of  Navarre,  passim;  Kitchin,  III.  1-57;  Robinson,  II. 
268-72;  Westerii  Europe,  451-8;  Memoirs  of  Cardinal  du  Retz,  passim; 
Macdonald,    History  of  France,   II.   88-207;   passim;    Camh.    Mod.    Hist., 

III.  657-95;  IV.  118-.57;  .592-622. 
Suggestive    Questions: 

1.  How  do  you  account  for  the  general  popularity  of  the  first  of  the 
Bourbon  kings'?     What  was  his  greatest  political  achievement? 

2.  What  elements  in  Richelieu's  administration  seem  strongest  to  you? 
Compare  his  administration  with  that  of  Henry  VII  of  England. 

3.  Hem-y  IV  is  said  to  have  jocularly  remarked  when  he  joined  the  Cath- 
olic chiirch  tha,t  Paris  was  worth  a  mass.     What  did  he  mean? 


SyllacTs  of  Moderx  EuROi'EAx  History  37 

i^ESSON  27.     THE  THIRTY  YEARS  WAR:     HAPSBLRG  vs. 

BOURBON 

T.   Thirty   Years  War;  Humiliation  of  Austrian  Hapsburgs. 

1.  Causes:     religious,  political  and  economic. 

2.  Phases  of  the  War. 

a.  Bohemian  War;  Frederick  of  Palatinate  and  Catholic  League. 

b.  Danish  Period:     Christian  IV  and  the  Protestant  princes. 

c.  Gusta\'us  Adolphus.  Pi-otestant  leader;  Lutter  and  Lutzen. 

d.  French  intervention:     Conde  and  battle  of  Roeroi  (1643). 

3.  Treaty  of  Westphalia.     Marks  end  of  purely  rehgious  wars  (1648). 

a.  Territorial  proATsions;  Bavaria.  Holland,  Prussia. 

b.  Political;  decentrahzation  of  Germany. 

c.  Rehgious  settlement;  gains  of  the  Cahanists. 

4.  General  Effect  of  the  Thirty  Years  War. 

a.  On  Germany  and  Sweden. 

b.  Upon  the  Hapsburgs  and  Bourbons. 

c.  Rise  of  International  Law;  Grotius. 

II.   The  Bourbons  vs.  the  Spanish  Hapsburgs. 

1.  The  Purpose  of  Mazarin. 

2.  Relation  to  the  Fronde  movement  in  Fr9.nce. 

3.  Victories  of  Tureime  and  Conde;  independence  of  Portugal. 

4.  Aid  of  Cromwell,  battle  of  the  Dunes. 

5.  Peace  of  the  Pyrenees  (1659);  French  and  English  gains, 
III.   General  Significance  of  the  Struggle. 

1.  For  the  Hapsburgs  and  Bourbons. 

2.  Effect  upon  European  poUcies. 

Assignment:  Wester7i  Europe,  465-74;  Hayes,  T.  218-32;  continue  Map 
Study  Xo.  4. 

Reading:  Wakeman,  59-77;  Abbott,  I.  495-512;  II.  3  11;  Wakeman,  105- 
31;  Adams,  Groioth  of  French  Nation,  102-33;  Robinson,  II.  200-17;  Per- 
kins, Richelieu,  157-84;  Lodge,  Richelieu,  chs.  vi  and  \ii;  S.  R.  Gardiner, 
Thirty  Years  War,  chs.  i  and  ii;  A.  D.  White,  Seven  Great  States7nen,  "Gro- 
tius"; Macdonald,  II,  88-207,  passim;  Camb.  Mod.  Hist.,  IV.  1-34,  395- 
433. 

Suggestive   Questions: 

1.  Why  was  Fi-ederick  of  the  Palatinate  selected  as  the  champion  of 
Protestantism  in  the  first  phase  of  the  Thu-ty  Years  War?  Account  for  his 
failures. 

2.  Why  did  Cromwell  support  France  against  Spain  in  1657?  Why  did 
this  turn  out  to  be  an  unwise  policy? 

3.  Why  was  the  Thirty  Years  War  so  horrible?  The  Peace  of  the  Pyre- 
nees so  decisive? 


38  Indiana  University 

LESSON  28.     THE  DOMESTIC  POLICY  OF  LOUIS  XIV  (1661-1715) 

I.    Tlir  "Age  of  Louis  XIV". 

1.  Monarchy  ])y  "Dhdne  Right";  Bossuet's  ideas. 

2.  Literature  of  the  period. 

3.  Court  hfe;  standards  of  etiquette. 

4.  MiHtary  grandeur  of  the  reign. 
II.    Political  Administration. 

1.  Estates  General  disregarded. 

2.  Parlement  de  Paris  controlled;  noblesse  de  la  robe. 

3.  Increased  centralization  of  power — the  intendants. 

4.  Loss  of  political  power  by  nobility  replaced  by  social  prestige. 

III.  Economic  Kefornis:      Colbertism. 

r.  Revolution  in  financial  administration. 

2.  MercantiUsni  reaches  greatest  height:     causes  and  results. 

3.  Colonial  policy  very  paternal,  but  nevertheless  a  failure. 

IV.  Military  reorganization. 

1.  Condition  of  European  armies  in  the  Thirty  Years  War. 

2.  Reforms  of  Louvois:     administrative  and  sanitarj'. 

3.  Engineering  skill  of  Vauban;  the  frontier  fortresses. 

4.  MiUtary  genius  of  Conde  and  Turenne. 
V.    Religious  Intolerance. 

1.  Attitude  toward  the  Hugenots;  the  dragonnades. 

2.  Revocation  of  Edict  of  Nantes;  significance. 

Assignment:     Hayes,  I.  235-42;  Robinson,  II.  272-93. 

Reading:     Westeni  Europe,   495-501;  Perkins,  France  iDider  the   Regency, 

129-208;  Abbott,  II.  51-72;  Hassall,  Lowis  XIV,  82-102;  230-52;  Mei7ioirs 

of  St.  Simon,  passim;  Wakeman,  184-205;  Kitehin,  III.  142-73;  206-29;  H. 

Martin,  Age  of  Louis  XIV;  Camh.  Mod.  His.,  V.  ehs.  i,  iv;  Macdonald,  II. 

211-88,  passim. 
Suggestive   Questions: 

1.  Was  Louis  XIV  really  a  great  ruler?     What  was  his  gi-eatest  achieve- 
ment? his  greatest  mistake? 

2.  How  do  you  account- for  the  contentment  of  the  French  nobihty  when 
they  were  politically  impotent? 

3.  To  what  degree  was  the  Colbertism  helpful  to  France?  Did  the  good 
in  the  system  outweigh  the  evil? 


Syllabus  of  Modern  European  History  39 

LESSON  29.     THE  FOREIGN  POLICY  OF   LOUIS  XIV   (1661-1715) 

I.   Continued  Richelieu's  Policy  of  Territorial  Aggression. 

1.  Bullied  smaller  powers. 

2.  Defeated  those  resisting  liim. 

II.   The  War  of  the  Revolution  (1667-1668). 

1.  Louis  XI V's  marriage  treaty — renunciation  clauses, 

2.  Principle  of  "devolution." 

3.  French  successes;  Triple  AlUance. 

4.  Ti-eaty  of  Aix-la-Chapelle ;  Louis'  anger  against  the  Dutch. 
III.    War  Against  the  Dutch  (1672-1679). 

1.  Strife  in  Holland  between  DeWitt  and  Orange  Famihes. 

2.  The  Netherlands  diplomatically  isolated. 

a.  Louis  XIV's  treaty  with  Sweden. 

b.  His  secret  treaty  of  Dover  (1670)  with  England. 

4.  The  Hapsburgs  come  to  the  aid  of  the  Dutch. 

5.  Treaty  of  Nijmwegen;  losses  of  the  Hapsburgs. 
IV.   Louis  XIV's  ''Reunion"  policy  (1680-1685) 

1.  The  theory  of  reunions. 

2.  Extent  of  its  application. 

3.  Aroused  the  fears  of  other  nations. 
V.   War  of  the  Palatinate  (1686-1697). 

1.  Formation  of  the  League  of  Augsburg  (1686). 

2.  French  invade  the  Palatinate. 

3.  Revolution  of  1688  in  England  causes  Louis  to  change  his  plan. 

4.  War  of  the  League  of  Augsburg  (1689-1697). 

a.  Phases:     The  Continent,  Ireland,  North  America. 

b.  Peace  of  Ryswick  (1697);  Louis  XIV  recognized  William  Ill's 
title. 

VI.   War  of  the  Spanish  Succession. 

1.  Causes:     political,  economic. 

2.  Formation  of  Grand  AUiance:     Marlborough  and  Prince  Eugene. 

3.  Battles:     Blenheim,  Ramillies,  Almanza,  Oudenarde,  Malplaquet. 

4.  Peace  of  Utreehet  (1713)  marks  the  end  of  an  era. 
Assignment:     Hayes,  I.  229-30,  242-58,  306-9;  begin  Map  Study  No.  3. 
Reading:     Wakeman,  311-71 ;  Abbott,  II.  73-93,  152-76;  Robinson,  II.  295- 

300;  Hassall,  Louis  XIV,  162-95,  253-85,  315-31;  Kitchin,  III.  290-340; 
Perkins,  France  under  the  Regency,  52-38;  Martin,  II.  ehs.  v  and  vi;  Mac- 
donald,  II.  211-88;  Camh.  Mod.  Hist.,  V.  chs,  ii,  xiii,  xiv. 
Suggestive    Questions: 

1.  Was  Louis  XIV  legally  justified   in  his   "devolution"   policy?     His 
"reunion"  policy? 

2.  To  what  degree  was  the  War  of  the  League  of  Augsburg  a  personal 
contest  between  Louis  XIV  and  Wilham  HI?     Which  was  successful? 

3.  Show  that  the  treaty  of  Utrecht  marks  the  end  of  one  epoch  and  the 
beginning  of  another. 


40  TxiiIAXA    UXIVERSITY 

LESSON  30.     EVOLUTION  OF  THE  ENGLISH  PARLIAMENT  TO 

1455 

1.    The  Early  Advisers  of  the  Enfrlish  Kin<r. 

1.  Functions  and  composition  of  the  Witan;  the  ciiria  regis. 

2.  Commununi  concihum;  magnum  coneihum. 
TT.   The  Importance  of  Magna  Carta  (1215). 

1.  ]Main  provisions;  article  01. 

2.  Meaning  of  Magna  Carta  in  1215. 

3.  The  Magna  Carta  of  tradition;  work  of  Coke  and  Blackstone. 
in.   The  First  Parliaments  (1258-1330). 

1.  Reissuance  and  Confirmations  of  IMagna  Carta. 

2.  The  Provisions  of  Oxford  (1258\ 

3.  Simon  de  Montfort's  Parliament  (1265);  its  composition. 

4.  Model  Parliament  composed  of  burgesses,  knights  and  nobility. 
5i  Separation  of  Parliament  into  two  houses  (circa  1332). 

6.  Parliamentary  sessions  become  regular. 
IV.    Growth  of  the  PoAver  of  Parliament  (1332-1455). 
1     Over  financial  legislation  (taxation). 

a.  Early  importance  of  Parliament  in  raising  money. 

b.  Gradual  increase  of  power  in  the  House  of  Commons. 

1.  Over  direct  taxes. 

2.  As  to  indirect  taxes. 

e.   Settlement  of  the  customs  revenues, 
d.  Indirect  control  over  taxes  by  the  Commons. 
2.  Over  non-fiscal  legislation. 

a.  Legislation  by  petition-influence  of  chancellor. 

b.  Suspensive  and  dispensing  power  of  the  king. 

c.  Legislation  by  bill. 

3.  Influence  of  the  Hundred  Years  War. 
Assignment:     Hayes,  I.  261-6;  Robinson,  I.  231-44;  Cross,  141-5,  172-4, 

193,  210,  246;  consult  Appendix  II. 
Reading:     Medley,  English  Constitutional   History,  129-39,  235-9,  246-57; 

A.    B.    White,    Making   of  the  English   Constitulioru    298-378;    Cheyney, 
Readings,  182-7,  258-67,  279-83;  Thorndike,  482-6,  525-6;  627-30;  Taswell- 

Langmead,    Constitutional    History   of  England,    chs.    vii-ix;    W.    Stubbs, 

Constitutional  History  of  England,  eh.  xx. 
Suggestive   Questions: 

1.  Distinguish  between  the  Magna  Carta  of  1215  and  Magna  Carta  as 
interpreted  by  Blackstone  in  the  eighteenth  century. 

2.  By  what  direct  means  did  the  House  of  Commons  gain  control  over 
the  purse  strings  before  1455? 

\    13.  What  was  the  significance  of  the  union  of  the  knights  of  the  shire 
with  the  burgesses? 


Syllabus  of  Modern  European  History  41 

LESSON  31.     DEVELOPMENT  OF  THE  POWER  OF  PARLIAMENT 

(1455-1610) 

I.   Effect  of  the  Wars  of  the  Roses  (1455-1485). 

1.  Destruction  of  feudal  nobility. 

2.  Increases  power  of  King  and  commoners. 

3.  Parliament  power  fluctuated;  meetings  irregular. 
II.   Parliament  under  the  Tudors  (1485-1603). 

1.  Henry  VII  called  Parliament  as  little  as  possible. 

a.  Reduced  the  power  of  the  temporal  peers. 

b.  Increased  the  influence  of  the  commoners. 

2.  Henry  VIII's  attitude  towards  Parliament. 

a.  During  Wolsey's  administration  Parliament  met  infrequently. 

b.  Parliament  used  by  Henry  VIII  to  legalize  breach  with  Rome. 

c.  Parliament  summoned  frequently  after  1534. 

d.  Power  of  spiritual  peers  greatly  reduced  by  Henry  VIII. 

3.  Under  Edward  VI  and  Mary  I  power  of  Parliament  stationary. 

4.  Elizabethan  Parliament. 

a.  Parliament  summoned  frequently. 

b.  Sessions  become  longer  and  more  important. 

c.  Members  of  Parhament  become  conscious  of  their  power. 

d.  EHzabeth  tactful  in  deahng  with  Parhament. 

III.  Revenues  of  the  Government. 

1 .  Crown  revenues. 

2.  Customary  duties. 

3.  Extraordinary  grants. 

4.  Irregular  exactions. 

IV.  Parliament  under  James  I  and  Charles  I. 

1.- Stuarts  lacked  pohtical  tact;  the  Great  Protestation  (1621),  and 
Millenary  Petition. 

2.  Rise  of  the  Puritans— the  "divine  right"  theorj\ 

3.  The  Price  Revolution — their  need  of  money. 

4.  The  Statute  of  Monopohes  (1624)  the  Petition  of  Right  a628). 

5.  Personal  rule  of  Charles  I  (1629-1639)— no  Parliament. 

6.  Ship  money,  Scottish  rebellion  and  the  Short  Parhament. 
Assignment:     Hayes,  I.  261-74;  Green,  Short   History  of  English  People, 

eh.  viii,  section  1. 
Reading:     Ogg,   Governments,    18-28;    Cross,    427-73;   G.   M.    Trevelyan, 

England    under   the  Stuarts,   4-72;   Cheyney,    Readings,   418-30,   451-66; 

S.   R.  Gardner,    History  of  England   (1603-1642),  chs.  i,  xi,  xxxiii,  Ixiii; 

J.  W.  Welsford,  The  Strength  of  England,  165-92;  H.Hallam,  Constitutional 

History  of  England,  165-92,  I.  chs.  i,  vi;  Taswell  Langmead,  chs.  x,  xii,  xiii. 
Suggestive   Questions: 

1.  Show  in  what  ways  the  Protestant  Revolt  in  England  tended  to  in- 
crease the  power  of  the  king;  the  power  of  Parhament. 

2.  What  e\ddence  can  you  cite  to  show  that  Parliament  was  rapidly 
becoming  self-conscious  at  the  close  of  EUzabeth's  reign. 

3.  To  what  extent  was  the  contest  of  James  I  and  Charles  with  l^arlia- 
ment  pohtical?     To  what  degree  was  it  economic? 

4.  What  was  Puritanism?     What  has  been  its  effects,  moral,  intellectual, 
political  and  economic? 


42  IxruANA  University 

LESSON  32.     DEVELOPMENT  OF  THE  POWER  OF  THE  EiNGLISH 

PARLL\MENT  (1610-88) 

I.   The  Puritan  Revolution  (1610-1660). 

1.  Reforms  of  the  Long  Parliament. 

a.  Abolition  of  the  Courts  of  Star  Chamber  and  High  Commission. 

b.  Triennial  Act;  Aet  for  the  perpetual  Parliament  (1641). 
e.  Execution  of  Strafford  and  Laud. 

d.  The  Grand  Remonstrance;  the  Five  members. 

2.  Civil  Wars:     Puritan  r.s-.  Cavalier. 

a.  Di\asion  of  the  people:     geographical,  economic,  religious. 

b.  Cromwell  and  his  Ironsides. 

c.  The  Solemn  League  and  Covenant  (1643"). 

d.  Marston  ]Moor  (1643)  and  Naseby  (1645). 

e.  Abolition  of  House  of  Lords. 

f.  Charles  I's  untrustworthiness;  his  execution  (1649). 

3.  The  Commonwealth  and  Protectorate  (1649-1660). 

a.  The  Conquest  of  Scotland  and  Ireland. 

b.  The  Instrument  of  Government  (1653). 

c.  The  establishment  of  the  Protectorate. 

d.  Richard  Cromwell  and  General  INIonk. 
II.   The  Restoration  of  the  Stuarts  (1660-1688). 

1.  Reign  of  Charles  II  (1660-1685). 

a.  Restoration  settlement. 

1.  Charles  II  accepts  the  refonns  of  the  Long  Parliament. 

2.  King  yields  up  certain  feudal  dues  for  £100,000  a  year. 

b.  Ecclesiastical  policy:     Clarendon  Code  and  Test  Act. 

c.  Foreign  relations:     Charles  II  and  Louis  XIV. 

d.  Parliament  controls  the  purse. 

1 .  Votes  money  for  specific  purposes. 

2.  Appoints  a  committee  to  audit  the  accounts. 

e.  Struggle  over  Test  Act  and  Declaration  of  Indulgence. 

f.  Formation  of  political  parties  (1679-1685). 

2.  Reign  of  James  II  (1685-8). 

a.  Cathohe  policy  of  King — Declaration  of  Indulgence. 

b.  Trial  of  seven  bishops — ahenation  of  the  masses. 

e.   Invitation  to  William  of  Orange;  flight  of  James  II  (1688). 

Assignment:     Hayes,  I.  274^88;  Cheyney,  Readings,  467-72,  506-14. 

/heading:  T.  B.  Macaulay,  Histonj  of  England,  I.  ch.  iii;  Cheyney,  Read- 
ings, 49.5-31,  539-50;  Cross,  536-87;  Trevelyan,  331-82;  Green,  ch.  ix. 
Sections  1,  2,  5  and  6;  Pollard,  104-29;  Lady  Xewdegate,  Cavalier  and 
Puritan,  1-20,  88-100;  Gardiner,  eh.  xcv-xcvi;  Taswell-Langmead,  ehs. 
xiv-.xv. 

Suggestive   Questions: 

1.  Was  the  execution  of  Strafford  justifiable?  Was  the  trial  of  Charles  I. 
legal? 

2.  How  do  you  account  for  Cromwell's  unpopularity  although  he  was 
successful  in  quelhng  domestic  insurrection  and  euJiancing  England's  prestige 
abroad  ? 

3.  It  has  been  said  that  Charles  II  was  at  once  the  most  popular  and 
unprincipled  king  p]ngland  ever  liad.     Is  that  statement  true? 


SyLLAHI'S    ok    MoDKUX    ErUOI-EAN    HiSTOKY  43 

LESSON    33.     TRIUMPH    OF    PAKLI AMENT    OVER    THE    KING 

(1689-1770) 

I.   The  Revolutionary  Settlement  (1690-1707). 

1.  The  Bill  of  Rights:     provisions  and  significance. 

2.  Mutiny  and  Toleration  Acts  (1689). 

3.  The  Triennial  Act  (1694);  the  Septennial  Act  (1719). 

4.  Act  of  Settlement  (1701). 

a.  Difficulties  in  its  negotiation. 

b.  Significance. 

II.   Rise  of  the  Cahinet  and  Prime  Minister  (1700-1770). 

1.  Origins  of  the  cabinet:     the  "cabal". 

2.  Work  of  Harley  and  Walpole  (1710-1742). 

3.  Development  of  the  idea  of  ministerial  responsibility. 

4.  Ministry  of  William  Pitt,  the  elder. 

5.  Political  Policy  of  George  III. 

6.  The  break-up  of  the  "Old  Whigs". 

III.   General  Conditions  of  the  Representative  System  (1689-1«32). 

1.  Influence  of  landed  gentry,  Anglican  Church,  and  nobility. 

2.  Domination  of  great  Whig  families. 

3.  Growth  of  commerce  and  industry. 

4.  Restricted  suffrage;  shifting  of  population. 

5.  "Rotten"  and  "pocket"  borrougts. 

6.  Corruption  and  violence  in  elections. 
Assignment:     Hayes,  I.  288-95;  Cross,  614-23,  641-4,  738  9. 
Readings:     Ogg,  Government,  31-41;  M.  T.  Blauvelt,  Developmcni  uf  Caboni't 

Government  in  England,  54,  sq.;  Cheyney,  Readings,  545,  579;  H.  D.  Traill, 
William  III,  passim;  Lecky,  sections  deahng  with  "the  aristocracy", 
"commercial  classes"  and  "parliamentary  corruption  and  tyranny"; 
Medley,  106-13,  193-223;  Pollard,  156-81;  Newdegate,  Cavalier  and  Puri- 
tan, 254-70,  290-311;  Taswell-Langmead,  chs.  xvi-xvii. 
Suggestive   Questions: 

1.  Show   exactly   how    the    "Revolutionary   Settlement"    indicated    the 
supremacy  of  Parliament. 

2.  What  reason  is  there  for  thinking  that  Walpole  was  not  the  first  prime 

minister? 

3.  Trace  the  growth  of  the  power  of  the  gentry,  the  no)3ilil.\'  and   the 

Church  in  English  politics. 


4:4  Indiana  University 

LESSON    34.     EARLY    COLONIAL    RIVALRY    OF    FRANCE    AND 

ENGLAND 

I.   English  Colonial  Rivalries  before  1688. 

1.  With  the  Spanish  and  Portugese. 

a.  English  trade  with  Spanish  America. 

b.  English  and  Portugese  in  India  and  the  East  Indies. 

2.  With  the  Dutch  in  the  17th  century. 

a.  Massacre  of  Amboyna  (1623). 

b.  Conflicting  interests  in  America. 

c.  Wars  with  the  Dutch — New  Amsterdam. 

d.  Na\'1gations  Acts  of  1651  and  1660. 

II.   French  and  English  Colonial  Policies  compared. 

1.  Part  played  by  respective  governments  in  colonization. 

2.  Interest  of  the  English  and  French  people  in  colonizing. 

3.  Different  attitude  towards  the  native;  reasons  for  it? 

III.  Extent  of  English  and  French  Colonial  Domains  (1688). 

1.  Most  important  colonial  possessions  of  England.  • 

2.  French  colonial  possessions. 

3.  Strategic  value  of  these  colonists. 

IV.  Comparative  resources  of  French  and  English  in  1688. 

1.  Comparative  area  and  population  of  colonial  dominions. 

2.  Nature  of  government  in  each. 

3.  Attitude  of  the  Indians  and  the  mother  country. 
Assignment:     Hayes,  I.  299-306;  Cheyney,  177-98. 

Reading:  Pollard,  236-63;  Lyall,  Brit.  Dominion  of  India,  34-48;  Abbott, 
II.  73-93;  Camh.  Mod.  Hist.  IV.  eh.  xxv;  J.  W.  Welsford,  The  Strength 
of  England,  205-18,  260-86;  W.  W.  Hunter,  British  India,  I.,  passim; 
W.  C.  Webster,  Histonj  of  Commerce,  165-77. 

Suggestive    Questions: 

1.  Why  was  it  possible  for  the  English  to  triumph  over  the  Spanish  and 
Dutch  in  their  struggles  for  colonial  empire? 

2.  About  1880  it  was  said  the  French  had  colonies  but  no  colonists,  the 
Germans  colonists,  but  no  colonies,  and  only  the  English  had  both  colonies 
and  colonists.     What  is  the  impUcation  of  this  statement? 

3.  Why  were  the  English  colonies  more  successful  than  the  French? 
the  Spanish?  the  Dutch? 


Syllabus  of  Modern  European  History  45 

LESSOX  35.     COLONIAL  AND  DYNASTIC  RIVALRY  OF  FRANCE 

AND  ENGLAND 

T.   Personal  Rivalry  of  William  III  and  Louis  XIV. 

1.  Political  and  religious  differences. 

2.  The  Dutch  War:     the  Reunions. 

3.  League  of  Augsburg;  Revolution  of  1688. 

TI.   War  of  the  League  of  Augsburg  (1689-1697). 

1.  Causes:     immediate  and  remote. 

2.  The  war  of  Ireland. 

a.  Battle  of  Boyne;  siege  of  Londonderrj*. 

b.  Treaty  of  Limerick;  the  Orange  Settlement. 

3.  The  European  phase. 

4.  King  Wilham's  War  in  America. 

a.  French  and  Indian  attack  on  New  England. 

b.  Attack  on  Port  Royal. 

c.  EngUsh  expedition  against  Canada  given  up. 
III.  The  War  of  the  Spanish  Succession  (1702-13). 

1.  General  feature  of  the  European  conflict. 

2.  Reasons  for  the  colonial  conflict. 

3.  Leading  events  in  Queen  Anne's  War. 

a.  Attack  on  Deerfield  and  Haverhill. 

b.  Invasion  of  CaroUnas  by  French  and  Spanish. 
e.  Capture  of  Port  Royal. 

4.  Treaty  of  Utrecht. 

a.  The  asiento  and  the  slave  trade. 

b.  Trading  rights  with  Spanish  colonies. 

e.   Increase  in  smuggling;  the  Caribbean  buccaneers. 

Assignment:     Hayes,  I.  306-9;  Robinson,  II.  331-9. 

Reading:  W.  C.  Webster,  History  of  Commerce,  177-88;  Abbott,  II.  163- 
76;  W.  H.  Woodward,  £'xpa/isto?i  of  British  Empire,  131-81;  R.  G.  Thwaites, 
Colonies,  245-57;  G.  L.  Beer,  Old  Colonial  System,  1-57:  Sir  C.  N.  Dalton, 
Life  of  Thomas  Pitt;  Lavell  and  Payne,  Imperial  Britain,  ch.  iv. 

Suggestive   Questions: 

1.  What  success  did  WiUiam  of  Orange  have  in  his  wars  against  the 
French?     In  what  sense  was  he  the  center  of  opposition  against  Louis  XIV? 

2.  Why  did  the  Jacobites  fail  in  Ireland?     What  were  the  consequences 
of  the  Treatj^  of  Limerick? 

3.  What  economic  and  political  gains  came  to  England  as  a  result  of 
the  first  two  inter-eolonial  wars? 


4()  Indiana  Uxiviohsitv 

LESSON  36.     GERMANY  IN  THE  EARLY  EIGHTEENTH  CENTURY 

L   Condition  of  the  Holy  Roman  Empire. 

1.  Emperor,  electors  and  the  diet. 

2.  Relation  of  princes,  knights  and  imperial  cities. 

3.  Lack  of  CO  operation;  decentralization  of  Germany. 

4.  Interests  of  Sweden,  Denmark  and  France  in  the  Empire. 
II.   The  Austrian  Dominions. 

1.  Emperor  sacrificed  Empire  to  good  of  Hapsbnrgs. 

2.  Acquisition  of  territories:  gains  in  1714. 

3.  Difficulties  with  Elizabeth  Farnese;  Sardinia  exchanged  for  Sicily. 

4.  Relations  with  Magyars  of  Hungary  and  the  Turks. 

5.  Other  nationalities  and  languages. 

6.  Charles  VI's  Pragmatic  Sanction:     Ostend  Company  and  Italy. 
III.    Minor  German  States  and  Dynasties. 

1.  Bavaria  and  the  Wittelsbachs. 

2.  Saxony  and  the  Wettins. 

3.  Hanover  and  Great  Britain. 

4.  Baden  and  Wtirtemburg. 

5.  Smaller  states;  ecclesiastical  dominions. 

6.  Jealousies  between  ruling  dynasties. 

Assignment:     Hayes,  I.  342-7,  352-4;  finish  and  hand  in  Map  Study  No.  4. 

Reading:  Wakeman,  265-8  ;  C.  T.  Atkinson,  A  History  of  Germany,  (1715- 
1815)  1-83,  97-104;  A.  Hassall,  The  Balance  of  Power,  1-23;  Armstrong, 
Elisabeth  Farnese,  1-33,  110-37;  Camb.  Mod.  Hist.  VI.,  626-701,  VII, 
306-37;  H.  Tuttle,  History  of  Prussia,  II.  chap,  i,  ii;  E.  Henderson,  Short 
History  of  Germany,  II.  44-86. 

Suggestive    Questions: 

1.  In  what  ways  did  the  Thirty  Years  War  affect  the  Germanics?  the 
Hapsburgs? 

2.  What  were  the  fundamental  reasons  for  the  wars  between  the  Haps^ 
burgs  and  the  Turks?  for  the  strife  between  the  Hapsburgs  and  the  Magyars? 

3.  What  part  did  the  Hapsburgs  and  Bourbons  play  in  the  War  of  the 
Polish  Succession? 


Syllabus  of  Modern  Etropean  History  47 

LESSON  37.  THE  RISE  OF  PRUSSIA  AS  A  GREAT  STATE 

I.   Origin  of  the  House  of  Hohenzollerii. 

1.  The  Hohenzollerns;  their  origin  and  policy.  r 

2.  Prince  of  Hohenzollern  becomes  marquis  of  Brandenburg.  -(  ^ 

3.  Acquisition  of  Prussia,  Cleves,  JiiUeh,  etc^^—  .*-^  - 

4.  Consolidation  of  scattered  territories  the  task  of  Hohenzollerns. 
IT.   Frederick  William,  the  Great  Elector  (1640-1688). 

1.  Territorial  gains  at  treaty  of  Westphalia  (1648). 

2.  Strengthening  the  government,  increase  of  the  army. 

3.  Centralization  of  authority;  gains  by  diplomacy. 

III.   Elector  of  Brandenburg  becomes  "King  in  Prussia". 

1.  Influence  of  the  Grand  AU'ance  (1701). 

2.  Formation  of  Prussia  on  the  treaty  of  Utrecht.  ^F".\xX  £0  i 
IV.   Frederick  William  I  (1713-1740). 

1.  Personal  character  and  idiosyncrasies. 

2.  Domestic  reforms. 

3.  Strong  foreign  poUey;  large  army. 

4.  Youth  of  Frederick,  his  son. 

Assignment:     Hayes,  I.  347-52;  Robinson,  II.  31.S-23.     Map  Study  Xo.  .5 

is  to  be  done  for  today. 
Readings:     Wakeman,  172-83;  H.  Tuttle,   History  of  Prussia,  I.  378-488; 

Henderson,  II.  1-43,  87-122;  C.  T.  Atkinson,  History  of  Germany,  84^96; 

Caynh.    Mod.    Hist.,   V,   616-72;   ISIarriott   and   Robertson,  Evolution    of 

Prussia,  chs.  i-iii. 
Suggestive   Questions: 

1.  Explain  how  the  Hohenzollerns  increased  their  territories  and  con- 
solidated their  government  (1640-1740). 

2.  Compare  the  Great  Elector  and  Frederick  Wilham  I  in  as  many  ways 
as  you  can. 

3.  How  did  the  Hohenzollerns  gain  Berg,  JiiUch,  Cleves,  Madgeburg, 
East  Mark,  East  Friesland,  Bayreuth? 


48  Indiana  University 

LESSON  38.     RISE  OF  RUSSIA  AS  A  GREAT  STATE. 
1.   Russian  History  before  1689. 

1.  Grand  duchy  of  Moscovy;  the  Mongols  and  Tartars. 

2.  Reign  of  Ivan  the  Great. 

3.  Expansion  in  the  sixteenth  century:     the  Cossacks. 

4.  The  accession  of  the  Romanovs. 

5.  Oriental  nature  of  Russia. 

n.   The  Domestic  Policy  of  Peter  the  Great. 

1.  Peter's  trip  to  Western  Europe;  Europeanization  of  Russia. 

2.  Orthodox  Church  brought  under  the  Czar's  control. 

3.  Crushing  of  the  Streltzi;  reorganization  of  the  army. 

4.  Consolidation  of  the  government. 

5.  Changes  in  manners  and  customs. 

III.  Peter  the  Great  and  Charles  XII  of  Sweden. 

1.  Comparison  of  their  characters. 

2.  The  League  against  Sweden. 

3.  The  Great  Northern  War  (1699-1721). 

a.  Defeat  of  Denmark  by  Charles  XII. 

b.  Battle  of  Narva  (1700). 

c.  Charles  XII  conquers  Poland;  Augustus  II  of  Poland  (1704). 

d.  Defeat  of  Swedes  at  Pultowa  (1709). 

e.  Treaty  of  Nystad  (1721);  humiliation  of  Sweden. 

IV.  The  Turks  and  Peter  the  Great. 

1.  Peter  desires  control  of  Black  Sea. 

2.  War  with  the  Turks  (1695-1696). 

3.  Charles  XII  eggs  on  the  Turks  to  attack  Russia. 

4.  Defeat  of  Peter:     treaty  of  Pruth  (1711). 
Assignment:     Hayes,  I.  366-79;  Robinson,  II.  301-15. 

Readings:     J.  F.  Chance,  George  I  and  the   Northern  War,  1-49,  473-88; 

A.  Rambaud,  II.  chs.  i-iii;  R.  N.  Bain,  Charles  XII,  chs.  iv,  ix  ,x;  Abbott, 

II.  152-65;  Hassall,  107-27. 
Suggestive   Questions: 

1.  What  factors  account  for  the  backwardness  of  Russia  in  1700?     Why 
did  Peter  have  so  little  success  in  Europeanizing  Russia? 

2.  What  was  the  influence  of  the  Northern  War  upon  Poland?     What 
part  did  Augustus  II  and  Goertz  play  in  this  war? 

3.  Why  was  Peter  the  Great  successful  in  his  wars  against  Sweden? 


Syllabus  of  Modern  Europeax  History  49 

LESSON  39.     DYNASTIC  AND  COLONIAL  RIVALRY  (^713-1756) 

I.   Elizabeth  Farnese  and  Alberoni  (1713-1733).  "^ 

1.  Influence  of  Elizabeth  Farnese  over  Philip  V. 

2.  Difficulties  in  Italy — Alberoni  and  Dubois. 

3.  Battle  of  Cape  Passaro  and  the  Quadruple  Alliance  (1718-1719) 

4.  Spain  and  the  Pragmatic  Sanction.  \ 

11.   War  of  the  Polish  Succession  (1733-1738). 

1.  Election  of  Stanislaus  Lescznski  as  king — French  influence. 

2.  Opposition  of  Austria  and  Russia. 

3.  Main  seat  of  the  war  in  Italy. 

4.  Peace  of  Vienna  (1738). 

III.   War  of  the  Austrian  Succession. 

1.  War  of  Jenkins'  Ear  (1739). 

2.  :Maria  Theresa  and  Frederick  the  Great — the  Silesian  Wars. 

3.  War  between  England  and  France.  i'/%AX.*<it.  -  %^S»^»*o- 

a.  Main  cause.      f=k,4,,vMt^y]^^  ^,^^_,^^j.».-c..«_<»lA>«*^Vr- 

b.  European  phase.  ^^,,,.  ,^^      '-.^'         '■    ' 

c.  War  in  America;  capture  of  Louisburg;  expulsion  of  Acadians. 

d.  Dupleix  captures  Madras  in  India. 

4.  Peace  of  Aix-la^Chapelle  (1748). 
IV.   The  Diplomatic  Revolution. 

1.  Causes:  jealousies  of  Saxony  and  Great  Britain. 

2.  Influence  of  Count  Kaunitz  and  Madame  de  Pompadour.        ^ 

3.  Alliance  of  Great  Britain  and  Frederick  the  Great. 

4.  Significance  of  the  Hapsburg-Bourbon  alliance. 
Assignment:     Hayes,  I.  253-6,  308-12,  351-9;  hand  in  Map  Study  No.  3- 
Readings:     Henri  Martin,    History  of  France,  I.  69-199;  Abbott,  II.  177- 

203,  232-51;  HassaU,  2.5-106,  206-40;  W.  H.  Woodward,  Expansion  of 
British  Empire,  182-92;  E.  Armstrong,  Elisabeth  Farnese,  34-109;  Marriott 
and  Robertson,  ch.  iv. 
Suggestive   Questions: 

1.  For  what  reasons  has  EUsabeth  Farnese  been  styled  the  "termagant 
queen"?     Account  for  her  great  influence  in  European  affairs. 

2.  Why  did  France  and  Spain  support,  and  Russia  and  Austria  oppose, 
the  election  of  Lescznski  as  king  of  Poland? 

3.  What  were  the  lasting  results  of  the  War  of  the  Austrian  Succession? 
the  Polish  War  of  the  Polish  Succession?  y;  (,/uj^^i-  •  '-- 


50  Indiana  I^xiveksity 

LESSON    40.     THE    SEVEN    YEARS    WAR    AND    THE    AiMERICAN 

REVOLUTION;    RIVALRY    OF    FRANCE    AND    ENGLAND. 

AUSTRIA  AND  PRUSSIA   (1756-1783) 

T.   Seven  Years  War  (1756-1763). 

1.  Causes:     political  and  economic.  <^*---'»>*'^^-*-  '-*^' 

a.  Great  Britain's  alliance  with  Prussia. 

b.  Ri\  airy  over  colonies. 

2.  The  War  in  Europe. 

a.  Frederick  the  Great  wins  Rossbaeh,  Leuthen. 
h.  Importance  of  the  English  navy. 

c.  Victory  against  the  French  at  Minden  (1759). 

d.  Frederick  the  Great's  dilemma. 

e.  Withdrawal  of  English  subsidies. 

f.  Death  of  Czarina  Elizabeth  (1762). 

3.  The  war  in  India. 

a.  Significanee  of  DupleLx's  policy. 

b.  The  Black  Hole  of  Calcutta. 

c.  Clive  wins  battle  at  Plassy  (1757). 

d.  Sir  Eyre  Coote's  victory  at  Wandewash  (1760'). 

4.  Old  French  and  Indian  Wars  (1754-1763). 

a.  English  and  French  claims  to  Ohio  and  Mississippi  valleys. 

b.  Braddock's  defeat  (1755). 

c.  Reorganization  under  Pitt,  the  elder. 

d.  Wolfe's  victory  over  Montcalm  at  Quebec  (1759). 

e.  Surrender  of  Montreal  (1760). 

5.  Treaty  of  Paris. 

a.  Main  pro\dsions. 

b.  Its  significance. 

II.   The  American  Revolution. 

1.  Caused  partly  by  readjustment  of  English  colonial  policy. 

2.  Burgoyne's  surrender  at  Saratoga  (1777). 

3.  The  French  Alliance;  French  aid  at  Yorktown. 

4.  Treaty  of  Versailles  (1783). 

Assignment:     Hayes,  I.  312-40,  359-62;  Robinson,  II.  336-45,  353-6. 
Readings:     Abbott,    251-60,    283-332;    F.    Harrison,    Chatham,    169-205; 

Longman,  Frederick  the  Great  and  Seien   Years  War;  G.  L.  Beer,  British 

Colonial    Policy,    6-15,    31-51,    160-227;    Cheyney,    Readings,    590-603; 

Hassall,  241-79,  332-48;  Camb.    Mod.    Hist.,  VI.  chap,  ix,  xv;   Lecky 

Anierica7i   Revolulion   (Woodburn  ed.)   passim. 
Suggestive   Questions: 

1.  What  were  the  really  significant  causes  of  the  Seven  Years  War? 
What  did  England  and  Pnissia  gain  by  it?  Why  is  1759  considered  one  of 
the  most  significant  dates  in  American  History. 

2.  To  what  degree  was  the  success  of  the  English  due  to  Pitt?  to  Clive? 

3.  Show  clearly  how  important  was  the  aid  rendered  the  colonies  by 
France  in  1781. 


8yi:!.ai:i  s  of  Modern  Eii:orEAN  History  51 

LESSON  41.     THE  EASTERN   QUESTION  (1713-1795). 

I.   Relations  of  Russia  and  Turkey  (1711-1774). 

1.  General   state  of  Turkey;  peace  of  Passarowitz  (1718). 

2.  Russia's  advance  eastward  and  southward. 

3.  German  influences  in  Russia. 

a.  Work  of  Munich,  Osterman  and  Biren. 

b.  Russia  and  Austria  attack  Turkey  (1736). 

c.  Peace  of  Belgrade  (1739);  Russian  gains  and  Austrian  losses. 

4.  Catherine  the  Great  and  the  Tm-ks  (1762-1796). 

a.  Cossack  uprising;  jealousy  of  Prussia  and  Austria. 

b.  Russia  wins  decisive  victories. 

e.   Treaty  of  Kuehuk-Kainarji  (1774). 
11.   The  Bavarian  Suecession  (1777-1778). 

1.  General  political  situation  in  Europe  (1777-1778). 

2.  DecHne  of  the  House  of  Wittelsbach;  Austrian  interference;  ini- 
inent  danger  of  war. 

3.  The  Treaty  of  Tesehen  averts  war  (1779). 

III.  The  Partition  of  Poland  (1772-1795). 

1.  Defenceless  position  of  Poland. 

2.  Covetousness  of  Prussia  and  Russia. 

3.  Stanislaus  Poniatowski  elected  king  (1764). 

4.  Russia  makes  war  against  the  Poles. 

.5.  The  Triple  Alliance;  the  First  Partition  (1772) 

6.  The  Second  Partition  (1793);  Austria  not  concerned. 

7.  Extinction  of  Poland  (1795) ;  Austria  again  takes  a  share. 

IV.  Significance  of  the  Rise  of  Russia  and  Prussia. 

1.  Upon  Turkey  and  Austria. 

2.  On  Europe  in  general. 
Assignment:     Haves,  T.  379-88;  Hazen,  24-30. 

Readings:     P.   Guedalla,    Partition  of  Europe,   1715-1815.  68-91.    120-24; 
Hassall,   107-27,  298-331,  350-93;  Rambaud,  II  chs.  iii,  x;  T.  L.  Plunket, 
Fall  of  the  Old  Order,  17-45;  Camb.  Mod.  Hist..  VI.  chs.  x,  xviii,  xix. 
Suggestive    Questions: 

1.  Summarize  the  factors  and  conditions  that  made  possible  the  par- 
tition of  Poland. 

2.  How  can  you  account  for  the  Russian  successes  and  Austrian  failures 

against  the  Turks.? 

3.  One  historian  has  said  that  Catherine  the  Great  was  probably  the 
ablest  woman  who  ever  graced  a  throne  in  Europe.     Criticise  the  statement. 


i">2  Indiana  University 

LESSON    42.     RELIGIOUS    CONDITIONS    IN    THE    EIGHTEENTH 

CENTURY 

L    Successes  of  the  Catholic  Reformation. 

1.  Saved  South  Germany  and  Bohemia. 
■2.  Reclaimed  large  part  of  Hungary  and  Poland. 
IL    Protestant  Europe. 

1.  Distributions  of  the  Lutherans. 

2.  Growth  of  AngUeanism  before  and  after  1660. 

3.  Spread  of  Calvinism;  break-up  into  many  denominations. 

III.  History  of  the  Catholic  Church  (1600-1789). 

1.  Expulsion  of  the  Huguenots  (1685). 

2.  Rise  of  Jansenists  and  Febronians. 

3.  Growth  of  skepticism,  agnosticism  and  deism. 
3.  Expulsion  of  the  Jesuits. 

5.  Increased  bitterness  in  the  attacks  upon  the  Church. 

IV,  Rise  of  Methodism  in  England. 

1.  Strength  of  the  old  Puritan  movement. 

2.  Spiritual  decay  in  the  Anglican  church. 

3.  Increase  in  drunkeness,  crime  and  immorality. 

4.  Evangelical  work  of  the  Wesleys  and  Whitefield. 

5.  Significance  of  the  movement  in  English  history. 
Assignment:     Hayes,  I.  406-14;  Lowell,  chapter  on  "clergy." 
Readings:     Leck3^  (Cabinet  ed.),  eh.  viii;  Maeaulay,   History  oj  England, 

ch.  iii,  fassim;  Taine,  Bk.  I,  ch.  iv,  passim,  Alathews,  42-51;  Tickner, 
483-98;  Bourne,  33-40;  Toequeville,  France  in  1789;  John  Wesley,  Journal 
Suggestive   Questions: 

1.  Why  have  the  Calvinists  split  up  into  so  many  different  denomina- 
tions while  the  Lutherans  and  Anglicans  have  not? 

2.  Why  were  the  Jesuits  expelled  from  France,  Spain  and  Portugal? 
To  what  extent  were  they  responsible  for  the  attacks  made  upon  the  Catholic 
Church? 

3.  Account  for  the  dechne  in  manners  and  morals  in  England  during  the 
first  half  of  the  eighteenth  century. 


Syllabus  of  Modern  European  History  53 

LESSON  43.     INTELLECTUAL  LIFE  IN  THE  EIGHTEENTH 

CENTURY 

I.   Lack  of  Means  of  Education. 

1.  No  thought  of  educating  the  masses. 

2.  Influence  of  the  Church  supreme  in  education. 

3.  Schools  few  and  books  expensive. 

4.  Vast  majority  of  the  people  in  Europe  illiterate  in  1700. 

5.  Spread  of  interest  in  science  and  political  philosophy. 
II.   Development  of  Science. 

1.  Characteristics  of  the  "New"  Science. 

2.  Work  of  Sir  Isaac  Newton. 

3.  Experimental  and  Applied  Science. 

4.  Scientific  study  becomes  popular. 

III.  Growth  of  Political  Philosophy. 

1.  General  interest  in  subject — Locke's  Essay  on  Civil  Government. 

2.  France  the  home  of  poUtical  philosophy. 

a.  Montesquieu  and  the  Spirit  of  Laws. 

b.  Voltaire's  attack  on  Church  and  State. 

0.  Rousseau's  philosophy — the  Contrdl  Social. 

3.  The  work  of  the  Encyclopedists. 

IV.  The  Physiocrats  and  Adam  Smith. 

1.  Teachings  of  the  Physiocrats. 

2.  Work  of  Sully,  Quesnay  and  Turgot. 

3.  The  mercantile  theory. 

4.  Significance  of  Adam  Smith's  Wealth  of  Nations. 

Assignment:     Hayes,  I.  414-26;  Robinson,  II.  380-86;  Lowell,  119-33. 
Readings:     Abbott,  II.  261-82,  333-76;  Mathews,  52-90;  Bourne,  33-48; 

Taine,  Bk.  IV  and  Bk.  V,  ch.  iii;  Madehn,  13-7;  Montesquieu,  Spirit  a 

Laws,   I.  ch.  vii;  Aulard,  French  Revo'ution,  I.  79-126. 
Suggestive   Questions: 

1.  One  Avriter  insists  that  the  French  peasantry  revolted  not  because 
they  were  worse  off,  but  rather  because  they  were  better  off  than  the  other 
peasants  of  Continental  Europe.     How  could  that  be  tnie?J|i§  Jjsf-   | 

2.  Which  one  of  the  three  great  French  poUtieal  philosophers  exercised 
the    greatest    influence    upon    the    French    Revolution?     Why? 

3.  What  has  been  the  reason  for  the  great  influence  of  Adam  Smith's 
Wealth  of  Nations? 


54  Indiana  University 

LESSON  44.     THE  GOVERNMENTS  OF  EUROPE   (1759-1789) 

I.    Government  of  the  British  Isles  (1789). 

1.  Position  of  England,  Wales,  Scotland  and  Ireland. 

2.  The  Executive:     tlie  king  and  the  cabinet. 

3.  Relation  of  the  cabinet  to  Parliament. 

4.  "Um-epresentative"  system  and  elections. 

5.  Demands  for  political  reform. 
II.   The  "Benevolent  Despotisms". 

1.  Prussia  under  Frederick  II. 

2.  Russia  under  Catherine  the  Great. 

3.  Spain  under  Charles  III. 

4.  Hapsburg  dominions  under  Joseph  II. 

5.  Portugal  under  Joseph  I  and  Pombal. 

III.  Other  European  Governments. 

1.  "Enlightened"  statesmen  and  princes. 

a.  Taniicci  and  Squilacci  in  Italj'  and  Spain. 

b.  Struensee  in  Denmark. 

c.  Du  Tillot  in  Parma. 

2.  Governments  of  Tiu-key,  Italian  and  German  states. 

IV.  The  Bourbon  Monarchy  under  Louis  XV. 

1.  Centralization  of  power  in  the  king. 

2.  Checks  upon  the  king:     custom,  parlement  de  Paris. 

3.  Utmost  confusion  in  judiciarj-. 

a.  Different  kinds  of  law. 

b.  Corruption  and  ignorance  among  the  judges. 

c.  The  royal  prerogative  and  the  judiciary:  lettres  de  cachet. 

6.  Absence  of  political  parties  and  real  legislative  bodies. 

Assignment:     Hayes,  I.  430-54;  Robinson,  II,  360-5. 

Readings:     Bourne,  48-75;  Mathews,  ehs.  i-ii,  Madelin,  31-7;  T.  E.  May, 

Consiitutional    History   of  England,   eh.   vi;   Cheyney,    Readings,   616-23, 
640-6;  Cross,  904-14;  Lowell,  4-24;  G.  O.  Trevelyan,  Earhj  Life  of  C.  J. 
Fox,  61-137. 
Suggestive   Questions: 

1.  How  do  you  account  for  the  "Unreformed  House  of  Commons"? 
Why  was  reform  so  long  in  coming? 

2.  Charles  III  has  been  termed  the  greatest  of  the  benevolent  despots. 
Justify  or  condemn  this  statement. 

3.  What  was  the  political  status  of  the  French  nobilitj^?     What  was  the 
cause  for  and  significance  of  this  state  of  things? 


Syli.ap.us  of  Modern  Europeax  History  55 

LESSOX  45.     SOCIAL  AND  ECONOMIC  CHANGES  (1500-1»00) 

I.  Gradual  Nature  of  all  these  changes. 

1.  General  inertia  in  rural  life  and  feudal  survivals. 

2.  Despotic  government  often  forgot  the  masses. 

3.  Lack   of    new   inventions,    means   of    transportation    and    mobile 
capital. 

II.  Agricultural  Progress. 

1.  Land  in  England  has  a  social  and  political  value.' 

2.  Rise  of  "Gentlemen  Earmers". 

a.  Application  of  capital  to  land  improvements. 

b.  Work  of  To^\Tisliend,  TuU,  Bakewell  and  Coke. 

c.  Convertible  husbandry  and  enclosures. 

3.  Increase  in  agricultural  education;  Arthur  Young. 

4.  Survival  of  the  open  field  system. 

III.   Increased  [Manufacturing  and  Commerce. 

1.  General  effect  of  the  Commercial  Revolution. 

2.  Relations  of  the  towns  and  the  craft  guilds. 

3.  Rise  of  the  entreprenexir:     the  domestic  system. 

4.  Mercantilism  and  Colbertism. 

5.  Influence  of  colonization  and  sm-plus  manufactures. 

6.  Increase  of  "commercial"  bourgeoisie. 

7.  Approach  of  the  Industrial  Revolution. 
IV.    Social  Classes  in  France. 

1.  First  estate:     higher  and  lower  clergy. 

2.  Second  estate :     greater  and  lesser  nobility. 

3.  The  Third  estates. 

a.  Urban  :     bourgeoisie  and  artisans. 

b.  Rural:     peasant  proprietors  and  peasantry. 

4.  Land  tenure. 

a.  Feudal  sur^^vals. 

b.  Position  of  the  seigneur :     absenteeism. 

Assignment:     Hayes,!.  39,5-406;  Tickner,  499-509;  prepare  and  hand  in 

Map  Study  No.  6a. 
Reading:     Taine,    Fr.  Rev.,    Bk.  I.  ch.  ii,  Bk.  V,  ch.  i;  Warner,  281-300; 

Mathews,  12-30;  Lowell,  1S6-242;  Gibbins,  2  65-83,321-40;  De  Tocque- 

\dlle,  vn^sirn;  Usher,  19.5-2.39;  Aulard,  I.  161  211. 
Suggestive   Questions: 

1.  Why  were  enclosures  in  England  both  a  benefit  and  an  evil  to  the 
people?     Why  did  they  proceed  so  slowly? 

2.  By  what  indirect  means  did  the  bourgeoisie  attempt  to  increase  their 
pohtieal  influence  in  France?     To  what  extent  did  they  succeed? 

3.  Why  is-  absenteeism  the  curse  of  any  system  of  land  tenure?     Why 
were  the  peasants  so  oppressed  in  France? 


50  Indiana  University 

LESSON    46.     MOKE    IMMEDIATE    CAUSES    OF    THE    FRENCH 

REVOLUTION 

I.    Decline  of  the  Monarchy. 

1.  Ineptitude  of  Louis  XV. 

2.  Character  of  Louis  XVI. 

3.  Unpopularity  of  the  Queen. 

4.  Political  ignorance  of  nobility. 
II.   Financial  Difficulties. 

1.  Wars  of  Louis  XIV. 

2.  Extravagance  of  Louis  XV. 

3.  Louis  XVI  attempts  to  avert  bankruptcy. 

a.  Turgot's  reforms  (1774-6). 

b.  Necker's  Administration  (1776-1781). 
e.  Inefficiency  of  Calonne. 

d.  The  Assembly  of  Notables  and  Archbishop  de  Brienne. 

e.  Demand  for  an  Estates  General. 

III.  Ineqvialities  of  Taxation. 

1.  Unfairness  of  the  taille. 

2.  Complaints  against  the  gabelle. 

3.  Seigneurial  dues;  other  perquisites  of  the  nobility. 
4.  Oppositions  of  peasantry  and  bourgeoisie. 

IV.  The  American  Revolution. 

1.  PoUtieal  theories  borrowed  from  France. 

2.  The  work  of  Franklin. 

3.  Experiences  of  FVench  soldiers  and  sailors  in  America. 

4.  Loans  of  France  to  America. 
V.   Famine  in  France. 

1.  Failure  of  the  harvests. 

2.  Poor  distribution — tax  on  gi*ains  passing  from  pro^^nce  to  province. 

3.  Speculation  in  food  stuffs. 

Assignment:     Hayes,  I.  449-461,  464-69;  Robinson,  II.  386-96. 
Readings:     Hazen,  60-9;  Hassall,  394-417;  Bourne,  62-75;  Vesta  Webster, 

Fr.  Rev.  ;  MadeUn,  38-47;  Mathews,  91-110;  Aulard,  I.,  79-126; 

Taine,  Bk.  V,  ch.  ii;  Kitchin,  III.  469-86;  Tocqueville,  192-246;  H  &  C, 

ch.  ii;  Turner, . 

Suggestive   Questions: 

1.  Show  that  it  was  not  the  weight  of  taxation  but  the  inequality  of  its 
distribution  that  played  havoc  with  France. 

2.  Why  did  Turgot  and  Neeker  fail  in  their  attempts  to  reform  French 
finances? 

3.  Explain  why  the  different  units  of  local  administration  brought  chaos 
in  France. 


Syllabus  of  Modern  European  History  57 

LESSON  47.     THE  MEETING  OF  THE  ESTATES  GENERAL 

1.   Membership. 

1.  Third  estate  given  double  representation. 

2.  Leading  representatives  of  the  clergy. 

3.  The  more  prominent  nobles. 

4.  General  purpose  of  the  Estates  General. 

5.  The  eahiers  prepared  for  the  meeting,. 
II.   Attitude  of  the  Third  Estate, 

1.  Refused  to  organize  as  an  estate.  ^ 

2.  Take  on  themselves  the  name  of  National  Assembly. 

3.  The  Oath  of  the  Tennis  Court  (June  20,  1789), 

4.  The  Royal  Session  (June  23).. 

5.  Louis  XVI  yielded  to  third  estate. 

III.  The  Constituent  Assembly.     J-- 

1.  Fears  compulsion  by  the  Court. 

2.  Dismissal  of  Necker;  Desmoulins  arouses  the  masses. 

3.  The  search  for  arms. 

IV.  Outbreak  of  Disorder. 

1.  The  Fall  of  the  Bastile  (July  14,  1789).^ 

a.  Organization  of  government  of  Paris. 

b.  National  Guard. 

e.   Significance  of  the  day. 

2.  "Weeks  of  the  great  fear." 

3.  Destruction  of  feudaUsm. 

4.  March  of  the  "Market  Women"  to  Versailles. 

5.  King  and  Assembly  go  to  Paris. 

6.  Festival  of  July  14,  1790. 

V.  Flight  of  Louis  XVI  (June  20,  1791). 

1.  Mirabeau  and  the  Coiu-t. 

2.  Failure  of  Mirabeau  and  Lafayette  to  co-operate. 

3.  Mirabeau's  suggestions;  his  death. 

4.  Fhght  of  the  King  to  Varennes. 

5.  Significance  of  the  attempt. 

Assignment:  Hayes,  I.  464-79;  Thomas  Carlyle,  The  French  Revolution 
chs  on  "The  Procession"  and  on  the  "Fall  of  the  Bastile." 

Readings:  Bourne,  88-106;  Webster, ;  Aulard,  I.  127-60;  Robin- 
son, II.  397-404;  Kitchin,  III,  487-98;  Madelin,  51-92;  Mathews,  111- 
37;  Taine,  Fr.  Rev.  I.;  H.  &  C,  eh.  iii;  Turner, . 

Suggestive   Questions: 

1.  What  is  your  estimate  of  Mirabeau?  Necker?  Lafayette? 

2.  Could  a  strong  king  or  a  strong  ministry,  or  bcjth,  have  arrested  the 
Revolution? 

3.  What  was  the  real  significance  of  the  march  of  the  "market  women"? 
of  the  flight  of  the  king? 


58  Indiana  Univpjksity 

LESSON  48.     THE   LEGISLATION   OF   THE   CONSTITUENT 

ASSEMBLY 

1.   The  Nature  of  tlie  Constituent  Assembly. 

1.  Shape  of  the  meeting  hall — Right  and  Left. 

2.  Absence  of  higher  clergy  and  greater  nobles. 

3.  Sessions  open  to  the  public. 

4.  Indecorous  nature  of  some  of  the  meetings. 
II.   "Orgy"  of  the  4th  of  August,  1789. 

1.  Anarchy  among  the  peasantrJ^ 

2.  Self-denying  ordinance  of  nobility. 

3.  Legal  end  of  feudalism. 

4.  Immediate  results. 

III.  Declaration  of  the  Rights  of  Man. 

1.  Great  need  of  a  settled  government. 

2.  Time  spent  in  debating  about  "natural  rights  of  mankind." 

3.  Great  importance  of  this  legislation. 

IV.  Constitution  of  1791. 

1.  King  to  have  suspensive  veto. 

2.  Judges  to  be  elective. 

3.  Legislative  assembly  elected  by  taxpayers. 

4.  Administrative  reorganization. 
V.   Ecclesiastical  Legislation. 

1.  Civil  Constitution  of  the  Clergy. 

a.  Estates  of  the  clergy  confiscated. 

b.  Clergy  to  take  special  oaths  of  allegiance  to  state. 

c.  State  to  pay  them. 

1.  Salaries  of  higher  clergy  lowered. 

2.  Pay  of  lower  clergy  increased. 

2.  Effects  on  church:     constitutional  and  non-juring  clergy. 

3.  Economic  influences. 

a.  On  finance — assignats. 

b.  Land  tenure. 

Assignment:     Hayes,  I.  479-86;  Robinson,  II.  405-27. 

Readings:     Bourne,  107-36;  Madehn,  93-143;  Aulard,  I.  212-59;  Webster, 

;  Mathews,  138-65;  Taine,  Fr.  Rev.  11.  chs.  i-iii;  Hazen,  86-100; 

Turner, . 

Suggestive   Questions: 

1.  What  were  the  political  effects  of  the  nationalization  of  church  pro- 
perty. 

2.  One  writer  has  said  that  he  was  surprised,  not  that  the  Constituent 
Assembly  accomplished  so  little,  but  that  they  were  able  to  accomplish 
anything  at  all.     What  were  the  reasons  for  his  statement? 

3.  Show  that  the  Declaration  of  the  Rights  of  Man  and  the  abolition 
of  feudaUsm  mark  milestones  in  the  political  and  economic  history  of  Europe. 


Syllabus  of  Modern  European  Hlstory  59 

LESSON  49.     THE  LEGISLATIVE  ASSEMBLY 

T.    Rise  of  Political  Parties. 

1.  Growth  of  Political  Clubs. 

2.  The  Constitutional  Monarchists. 

3.  The  Girondists  and  Mountain. 

a.  Their  poUtical  ideas. 

b.  Local  support  of  each. 

c.  Temperament  of  their  leaders. 

II.    Composition  of  the  Legislative  Assembly. 

1.  More  radical  than  those  of  Constituent  Assembly. 

2.  Lack  of  legislative  experience  among  its  members. 

3.  Leading  members  and  their  opinions. 

III.  Important  happenings  in  France. 

1.  Growth  of  revolutionary  spirit — santt  miotic  army. 

a.  Petion  elected  mayor  of  Paris. 

b.  Massacres  at  Avignon. 

2.  Louis  XVI  accepts  the  Constitution  of  1791. 

3.  Confiscation  of  the  property  of  emigrants. 

4.  King's  two  vetoes  and  dismissal  of  Feuillant  ministry. 

IV.  Foreign  Affairs. 

1.  Appeal  of  Emperor  Leopold. 

2.  Treaty  of  Pillnitz  between  Austria  and  Prussia. 
.3.  Camps  of  emigre  nobles  on  the  Rhone. 

4.  Declaration  of  war  against  Austria,  2P  April,  1792. 
V.   Attacks  on  the  King. 

1.  Effect  of  his  A-etoes  and  intrigues  with  Austria. 

2.  First  attack  on  Tuileries. 

3.  Manifesto  of  the  Duke  of  Brunswick 

4.  Sack  of  the  Tuileries — massacre  of  Swdss  Guards. 

5.  Deposition  of  king;  the  Marseillaise. 

6.  September  massacres — the  cannonade  of  Valmy. 

Assignment:     Hayes,  I.  486-500;  Robinson,  IT.  428-45. 

Readings:  Hazen,  101-9;  Aulard,  I.  260-337;  iMathews,  166-205;  Bourne, 
137-93;  INIadehn,  213-97;  Taine,  Fr.  Rev.  IT.  70-155;  H.  Belloc,  Danton, 
passim;  H  &  C,  ch.  iv;  Turner, ;  Webster, . 

Suggestive   Questions: 

1.  Trace  the  growth  of  Louis  XVI's  unpopularitj*.      How  did  it  affect 
the  Revolution? 

2.  Who  were  the  Jacobins'?  the  Feuillants? 

3.  a.  What  was  the  Commune  of  Paris?  '  b.  What  was  its  influence  on 
the  Legislative  Assembly? 


OU  Indiana  University 

LESSON  50.     THE  NATIONAL  CONVENTION 

T.    liefiinning  of  tht-  Convention. 

1.  France  proclaimed  a  Republic. 

2.  Adoption  of  the  Republican  calendar. 

3.  Republic  promises  aid  to  all  other  revolutionaries,  15  Decembei, 
1792. 

4.  Trial  and  e.xeeution  of  the  king. 

a.  Influence  of  the  Commime  of  Paris. 

b.  Part  played  by  pohtical  parties. 

II.   Struggle  between  the  Girondists  and  the  Mountain. 

2.  Over  the  form  of  the  new  constitution. 

3.  Proscription  of  the  Girondist  leaders. 

4.  Execution  of  Marie  Antoinette  and  Gironams. 

5.  Condition  o^  France. 

a.  Bankrupt. 

b.  Faced  domestic  insurrections;  Nantes,  Lyons,  Toulon. 

c.  Invaded  by  foreign  armies:     Jemmappes  and  Neewinden. 

III.  Reorganization  of  the  Government. 

1.  Lack  of  centralization  of  power. 

2.  The  Committee  of  Pubhc  Safety. 

3.  Committee  of  General  Security. 

4.  Revolutionary  tribunal  and  deputies  on  mission. 

IV.  Terror  as  a  Political  Expedient. 

1.  Extent  of  its  use. 

2.  Success  in  averting  bankruptcy. 

3.  Puts  down  domestic  insurrection  and  checks  foreign  invasion. 
V.   Contest  Between  the  Mountain  Leaders. 

1.  Jealousy  of  Hebert  as  leader  of  Commune  of  Paris. 

2.  The  question  of  the  Terror. 

3.  Execution  of  Danton. 

4.  Supremacy  of  Robespierre. 
VI.   The  Thermidorian  Reaction. 

1.  Paris  wearies  of  the  Terror — battle  of  Fleurus. 

2.  Execution  of  Robespierre. 

3.  Suppression  of  Jacobin  Club — the  White  Terror. 

4.  Constitution  of  1795. 

5.  13th  Vendemiaire. 

VII.   Constructive  Work  of  the  Convention 

1.  AboUtion  of  ground  rents;  law  of  the  maximum. 

2.  Establishment  of  equal  inheritance. 

3.  Adoption  of  metric  system. 

4.  Cordorcet's  sj^stem  of  education. 

5.  Legal  protection  of  women  and  slaves. 

Assignment:     Hayes,  I.  501-12;  Robinson,  II.  450 — 64;  finish  and  hand  in 

Map  Study  No.  6a. 
Readings:     Hazen,  120-51;  Aulard,  II.  211-95;  Webster, Made- 

hn,  299-390;  Turner, ;  Bourne,  194-226;  Taine,  Fr.  Rev.  II.  196- 

233;  Mathews,  207-86;  C.  G.  Robertson,  England  iinder  the   Hanoverians, 

357-407;H&C,  chs.  v-vi. 
Suggestive    Questions: 

1.  What  in  your  estimation  was  the  greatest  work  done  by  the  Conven- 
tion? 

2.  Compare  the  Constitution  of  1795  with  that  of  1791.     Why  was  the 
Constitution  of  1793  never  put  into  operation? 

3.  Justify  or  condemn  the  use  of  Terror  as  a  political  expedient  in  the 
French  Revolution. 


Syllauus  of  Modei{n  European  History  61 

LESSON  51.     FRANCE  UNDER  THE  DIRECTORY 

I.   The  Directory  Government. 

1.  Executive  body  of  five;  how  selected. 

2.  Council  of  Ancients;  qualifications. 

3.  Council  of  Five  Hundred;  how  elected. 

4.  Membership;  the  two-thirds  amendment. 
II.   Early  Life  of  Napoleon. 

1.  Controversy  about  his  birth  in  Corsica. 

2.  Work  at  Toulon. 

3.  Life  in  Paris. 

4.  Protected  the  Convention  (Oct.  1795). 

5.  Influence  of  Barras;  marriage  with  Josephine. 

III.  Campaigns  in  Northern  Italy  (1796-1797). 

1.  The  Plan  of  the  Campaign. 

2.  Condition  of  his  anny. 

3.  Defeat  of  the  Sardinians. 

4.  Battle  of  Lodi;  retreat  of  Austrians  to  Mantua. 

5.  Attempts  to  relieve  the  siege  of  Mantua. 

6.  Leoben  and  Campo  Formio  (1797). 

IV.  Napoleon  in  Egypt  and  Syria  (1798-1799). 

1.  Weakness  of  the  Directory;  Fructidor. 

2.  Napoleon  visits  the  naval  arsenals. 

3.  Aim  of  his  campaign  in  Egypt. 

4.  Battle  of  the  Pyramids;  destruction  of  French  fleet. 

5.  Reorganization  of  Egypt. 

6.  Campaigns  in  Syria:     Acre,  Jaffa,  Mt.  Tabor. 

7.  Battle  of  Aboukir;  return  to  France. 
V.   Overthrow  of  the  Directory. 

1.  Unpopularity  and  inefficiency  of  the  Directory. 

2.  French  military  reverse  in  Italy. 

3.  Plans  of  Sieyes  and  Napoleon. 

4.  Events  of  the  eighteenth  Brumaire. 

5.  Establishment  of  the  Consulate. 

Assignment:     Hayes,  I.  512-26;  Robinson,  II.  465-40,  486-9. 

Readings:     Aulard,    III.    269-392;    Bourne,    226-70;    Madehn,    487-634; 

Hazen,  152-78;  Rose,  I.  1-220;  Fournier,  1-187;  Taine,  Fr.  Rev.  III.  420- 

84;  Johnston,  1-70;  H  &  C,  ch.  vii;  Turner, . 

Suggestive   Questions: 

1.  What  were  the  secrets  of  Napoleon's  success  in  Italy  in  1796-1797? 
What  was  his  greatest  battle  in  this  campaign? 

2.  In  what  way  did  the  preliminaries  of  Leoben  differ  from  the  final 
treaty  of  Campo  Fonnio?     What  had  occurred  to  cause  this  change? 

3.  What  were  the  most  important  results  of  Napoleon's  campaigns  in 
Egypt  and  Syria?  Was  he  wise  in  undertaking  them? 


G2  Indiana  University" 

LESSON  52.     NAPOLEON'S  RISE  TO  POWER 
I.    Second  I  talian  Canipaipii,  (1800). 

1.  EstaV)lishmcnt  of  the  Consulate 

2.  Napoleon's  plans  to  defeat  Austria. 
8.  Battle  of  Marengo  (June,  1800). 

4.  Moreau  wins  the  battle  of  Hohenlinden. 

5.  Treaty  of  Luneville. 

IT.   Napoleon's  Constructive  Legislation  (1800-1801J. 

1.  General  reorganization  of  Administration. 

2.  The  Concordat  with  the  Pope. 

3.  The  Code  Napoleon. 

4.  Financial  administration;  Bank  of  France. 

5.  Education ;  public  works. 

0.  Napoleon's  schemes  for  colonization, 
a.  Hostility  to  England  :     India. 

h.  Idea  of  an  American  Empire, 
c.   Haiti  and  the  sale  of  Louisiana. 
ITT.   Establishment  of  the  Empire. 

1 .  Disappearance  of  republican  institutions. 

a.  Re-establishment  of  the  courts,  nobility  and  council  of  state. 

b.  Secret  poUee;  censorship  of  the  press. 

2.  Organization  of  tributary  states  (1797). 

a.  Batavian  and  Helvetian  republics. 

b.  Cisalpine,  Ligurian  and  Parthenopean  republics. 

c.  Encroachments  along  the  Rhine. 

d.  Changes  in  these  states  under  the  empire. 
TV.   The  Armed  Peace  (1801-1805). 

1.  Peace  of  Amiens  with  England. 

2.  Extensive  naval  preparations — the  Boulogne  flotilla. 

3.  Increased  size  of  army. 

V.   The  First  Austrian  Campaign  (1805). 

1.  Villeneuve  and  Trafalgar. 

2.  General  Mack  at  Ulm. 

3.  The  battle  of  Austerlitz. 

'a.  Russians  and  Austrians  against  the  French. 

b.  Kutusov  vs.  Napoleon. 

c.  Napoleon's  strategy  brought  victory. 

4.  Peace  of  Pressburg. 

Assignment:     Hayes,  I.  523-39;  Robinson,  II.  480-98. 

Readings:  Johnston,  71-129;  Rose,  I.  221-445;  Bourne,  270-326;  Aulard, 
IV.  152-282;  Hazen,  179-214;  Fournier,  188-325;  P.  Guedalla,  Partilion 
of  Europe,  246-66;  H  &  C,  ehs.  vii-viii;  Turner, ^-. 

Suggestive   Questions: 

1.  Compare  the  jwovisions  of  the  treaties  of  Basle,  Campo  Formio,  Lune- 
ville and  Pressburg  as  to  their  ])earing  upon  tlie  Germanics. 

2.  By  many  the  Code  Napoeon  is    considered    Napoleon   Bonaparte's 
greatest    momiment.     Why? 

3.  Discuss  the  battle  of  Trafalgar  as  to:     a.  strategy,  )>.   influence  on 
France,  c.  influence  on  England. 


Syllabt^s  of  Modern  Eiiroi-ean  Hisi'oi'y  fJo 

LESSON  53.     THE  NAPOLEONIC  EMPIRE  AT  ITS  HEIGHT 

I.   Campaign  against  Prussia  (1806). 

1.  Haugwitz's  diplomacy;  Hanover. 

2.  Napoleon  creates  Confederation  of  the  Rhin(\ 

3.  Prussia's  lack  of  commanders. 

4.  Jena  and  Auerstadt. 

IT.   Napoleon  invades  Russia  (1806-1807). 

1.  Russia  was  an  ally  of  Prussia. 

2.  Benigsen  and  the  battle  of  Eylau. 

3.  Heilsperg  and  Friedland. 

4.  The  Treaty  of  Tilsit  (1807). 

a.  Concerned  Pi-ussia  as  well  as  Russia. 

b.  Prussia  put  at  Napoleon's  mercy. 

c.  Czar  and  Napoleon  form  an  alliance. 
TIT.    The  Continental  System. 

1.  What  the  system  Avas?     Why  necessary? 

2.  Weak  spots  in  it . 

a.  Scandanavia;  Denmark. 
h.  Sicih'  and  Portugal. 

3.  French  decrees  and  British  Orders  in  Council. 

4.  Probable  success  of  the  plan. 
IV.   The  War  in  Spain.      (1807-1813). 

1.  Charles  VI's  inefficiency. 

2.  Napoleon  acts  as  arbitrator  between  him  and  his  son. 

3.  French  armies  invade  Spain  and  Portugal. 

4.  French  reverse  at  Cintra  and  Baylen  (1807). 

5.  Napoleon's  successes;  Soult  and  Sir  John  Moore. 

6.  Jealousy  between  King  Joseph  and  the  French  genei'als. 

7.  W^ellesley's  victories:     Salamanca  and  Vitoria  (1813). 
V.    Second  Austrian  Campaign  (1809). 

1.  Extensive  Austrian  preparations. 

2.  French  victories  at  Landschutt  and  Eckmiihl. 

3.  Hard  fought  battles  of  Aspern  and  Essling. 

4.  Napoleon  won  decisive  battle  of  Wagram. 

5.  Provisions  of  the  treaty  of  Sehonbrunn  (Vienna). 

6.  The  position  of  Napoleon  in  1810. 
Assignment:     Hayes,  1,  539-55;  Robinson,  II.  499-514. 

Readings     Rose,  II.  47-19;  Bourne,  326-66;  Fournier,  325-492;  Johnston, 

130-69;  Hazen,  21.5-27;  H  &  C,  chs.  ix-xi;  Turner, ;  A.  T.  Mahan, 

Influence  of  Sea  Power. 

Suggestive   Questions: 

1.  At  what  moment  was  Napoleon  really  at  the  height  of  his  power? 
W^hat  are  your  reasons  for  selecting  this  date? 

2.  What  elements  of  the  treaty  of  Tilsit  strengthened  Napoleon?     What 
elements  were  certain  to  bring  difficulty  later? 

3.  To  Avhat  degree  do  yoxi  think  that  Napoleon  was  justified  in  the  Con- 
tinental System?     How  did  it  affect  neutrals? 


64  Indiana  University 

LESSON  54.     DOWNFALL  OF  NAPOLEON 

L   Napoleon's  marriage  with  Maria  Louise  of  Austria. 

1.  Position  of  Josephine. 

2.  Napoleon's  advances  to  Czar  rebuffed. 

3.  Alliance  with  Metternich;  its  importance. 
IT.   Russian  Campaign  (1812). 

1.  Causes:     jealousies,  Continental  System. 

2.  Napoleon's  great  preparations. 

3.  The  invasion  of  Russia;  battle  of  Borodino. 

4.  Retreat  from  Moscow;  crossing  the  Beresina. 

5.  Stupendous  losses  of  men  and  materials. 

III.  Wars  of  Liberation  (1813). 

1.  Regeneration  of  Prussia. 

a.  Influence  of  the  French  Revolution. 

b.  Work  of  Stein,  Hardenberg  and  Scharnhorst. 

c.  Rise  of  national  spirit;  Arndt  and  Fiehte. 

2.  First  Saxon  Campaign. 

a.  Capitulation  of  Yorck;  Prussia  declares  war  on  Napoleon. 

b.  Co-operation  of  Russia  and  Prussia. 

c.  Battles  of  Lutzen  and  Bautzen. 

3.  Period  of  the  Armistice. 

a.  E.xhaustion  of  the  French  and  Russians. 

b.  Metternieh*s  ultimatum  to  Napoleon. 

4.  Second  Saxon  Campaign. 

a.  Austria  joins  the  coalition  against  Napoleon. 

b.  French  success  at  Dresden. 

c.  "Closing  in"  on  Napoleon. 

d.  Battle  of  the  Nations;  Napoleon's  defeat. 

e.  French  retreat  to  the  Rhine. 

IV.  War  in  France  (1814). 

1.  Fourfold  drive  on  Paris. 

2.  Napoleon  defeats  Prussians  and  Austrians  separately. 

3.  Disaffection  of  Marmont,  Fouche  and  Talleyrand. 

4.  Abdication  of  Napoleon. 
V.   The  Hundred  Days  (1815). 

1.  The  Return  from  Elba. 

2.  Preparations  to  meet  the  Coalition. 

3.  Battles  of  Ligny  and  Quatre  Bras. 

4.  Waterloo  and  St.  Helena. 

Assignment:     Haj'es,  I.  555-76.    Finish  and  hand  in  Map  Study  6c. 

Readings:  Henderson  II.  270-323;  Robinson,  II.  514-32;  Lord  Rosebery, 
Last  Phase,  passim;  Fournier,  493-744;  Johnston,  170-238;  Bourne,  367- 
445;  Rose,  II.  192-530;  Hazen,  227-48;  H  &  C,  chs.  xii-xv;  Turner, . 

Suggestive   Questions: 

1.  What  do  you  deem  the  most  important  single  cause  of  Napoleon's 
downfall? 

2.  Why  did  Napoleon  lose  the  battle  of  Leipzic?  W^aterloo? 

3.  To  what  extent  was  Napoleon's  downfall  due  to  Talleyrand?  Metter 
nich?  Wellington?  Blucher?  Alexander  I? 


A^' 


Syllabus  op  Modern  European 

■■      V  '"67 

LESSON  55.     THE  INDUSTRIAL  REVOLUTION 

I.    Antecedents  of  the  Industrial  Revolution.  U^^ 

1.  Previous  economic  stages:  manorial  and  gild  systemsX     {)>\       ^ 

2.  Characteristics  of  the  domestic  system. 

3.  Increase  in  amount  of  mobile  capital. 

4.  The  development  of  commerce. 

5.  The  Agricultural  Revolution. 
II.   Elements  of  the  Industrial  Revolutions. 

1.  Invention  of  intricate  machinery'.    - 

2.  Application  of  motive  power  to  machinery 

3.  Supervision  and  division  of  labor.  — 

4.  EstabUshment  of  wage  tie  between  capital  and  labor.  _ 

III.  Perfection  of  textile  machinery. 

1.  For  spinning. 

a.  Hargraves'  spinning  jenny  (1770). 

b.  Arkwright's  water  frame.  ^  V^^'  /Xr-'- 

c.  Crompton's  spinning  mule.  »  « 

2.  For  weaving. 

a.  Kay's  fly-shuttle  (1738. 

b.  Cartwright's  power  loom  (1785).  '^^  ^\ 

3.  Contributory  agents.  / 

a.  Arkwright's  organizing  power. 

b.  Whitney's  cotton  gin. 

IV.  The  develoi>ment  of  the  steam  engine.  >        ,v 

1.  Pioneer  work  of  Newcomen. 

2.  Watt's  steam  engine. 

3.  Application  of  steam  as  a  motive  power.  .   '' 

a.  For  running  machinery:     power  loom,  printing  pres^ 

b.  For  transportation:     steamboat  and  locomotive. 
V.    Development  of  the  iron  industry. 

1.  Use  of  wood  for  fuel. 

2.  Importance  of  coal. 

3.  The  Bessemer  and  Siemen's  "open  hearth"  furnaces.  j 

4.  Great  industrial  value  of  steel.  ' 


^^H 


(34  Indiana  University 

jter  developments. 

1.  Improvement  of  textile  maehinerj'. 

2.  Advance  in  transportation  facilities. 

3.  Utilization  of  electricity. 

4.  Invention  of  balloons  and  aeroplanes. 

5.  Medical  discoveries. 

a.  Preventive  medicine. 

b.  Anaesthetics,  antiseptics  and  surgery. 

6.  The  Spirit  of  Invention. 

Assignment:     Sehapiro,  25-36;  Hayes,  67-75;  Gibbins,  321-57. 
Readings:     Ogg,  Ec.   Dev.,   45-64,    117-30;  Bourne,  76-87;    A.   Toynbee, 

Industrial   Revolution,  22-33,  64-72;  S.  Walpole,  England  since  1815,  I. 

50-110;  Tickner,  510-29;  Usher,  ch.  x;  Briggs,  Econ.   Hist.   Eng.,  ch.  v. 
Suggestive   Questions: 

1.  What  period  is  covered  by  the  Industrial  Revolution  proper  in  Eng- 
land?   France?    Germany?    Russia? 

2.  Was  the  Industrial  Revolution  as  sudden  as  the  word  "Revolution" 
would  suggest?  To  what  extent  was  its  progress  delayed  on  the  Continent 
by  the  Napoleonic  wars? 

3.  What  is  the  relative  importance  of  the  four  elements  that  go  to  make 
up  the  Industrial  Revolution? 


Syllabus  of  Modern  European  Hlstory  67 

LESSON  56.     THE  FACTORY  SYSTEM 

I.  Increased  importance  of  mobile  capital. 

1.  Expense  for  plant  and  machinery. 

2.  Heavy  operating  costs. 

2.  Great   length   of   time  between   the  beginning  of   manufacturing 

process  and  sale  of  completed  product. 
4.  Rise  of  the  capitalistic  promoter. 
II.   Establishment  of  cash  nexus  between  employer  and  employee. 

1.  Disappearance  of  master  and  servant  relationship. 

2.  Evolution  of  wage-earner  and  capitalist  entrepreneur. 

3.  Strife  between  capital  and  labor. 

III.  Unprecedented  growth  of  industry. 

1.  Speeding-up  of  machinery — division  of  labor. 

2.  Increase  of  manufactures  means  increase  of  commerce. 

3.  Long  hours  of  labor;  exploitation. 

4.  Sanitary  conditions  in  factory. 

IV.  Social  Results  of  the  Factory  System. 

1.  Growth  of  population. 

2.  Emigration  from  country  to  town. 

a.  Increased  size  of  cities. 

b.  Pressing  questions  of  sanitation  and  police. 

c.  Decay  of  the  yeomanry. 

3.  Employment  of  women  and  children. 

4.  Ill  health,  unemplojTnent  and  pauperism. 
V.   Rise  of  Labor  Unions. 

1.  Development  of  class  consciousness. 

2.  Widening  of  the  gulf  between  labor  and  capital.  • 

3.  Use  of  the  strike,  boycott,  blacklist  and  lockout. 

4.  Present  manifestations  of  social  unrest. 
Assignment:     Schapiro,  36-44;  Tickner,  530-40;  Hayes,  II.  75-82. 
Readings:     Ogg,  Ec.  Dev.,   133-57,    212-35,  343-68;  J.  L.  Hammond,  The 

Village  Labourer,  106-224;  J.  L.  Hammond,  Tow w  Labourer,  1-193;  G.  R. 
Porter,  Progress  of  the   Nation,  288-403;  Warner,  301-49;  Gibbins,  381- 
406;  Usher,  ch.  xiv;  Hammond,  Skilled  Labourer,  Briggs,  ch.  ix. 
Suggestive   Questions: 

1.  What  do  you  consider  the  most  fundamental  result  of  the  Factory 
System? 

2.  What  effect  has  the  division  of  labor  had  upon  the  employer?  the 
laborer? 

3.  What  were  the  social  effects  of  long  hours  of  labor?  employment  of 
women  and  children? 


(;Si  Indiana  University 

LESSON  57.     ENGLAND  AND  THE  INDUSTRIAL  REVOLUTION 

I.   The  Political  Power  of  the  Bourgeoisie  (1815). 

1.  Favored  position  of  the  landed  gentry. 

a.  The  Corn  Laws  guaranteed  a  "fair"  price. 

b.  The  enclosure  ]~"ovement. 

2.  Political  power  of  tne  Anglican  Church. 

a.  Corporation  and  Test  Acts  discriminate  against  Catholics  and 
Dissenters. 

b.  Extensive  influence  of  the  clergy  in  elections. 

3.  Suffrage  based  largely  on  landed  property. 

IL    How   the  Bourgeoisie  increased  their  political   power. 

1.  Purchase  of  landed  estates  before  1825. 

2.  Buying  up  of  "pocket"  boroughs. 

3.  Use  of  bribery  in  rotten  boroughs. 

4.  Monied  men  of  the  City  in  polities. 

5.  Gain  support  from  the  nobility. 

a.  Marriage  alliances  with  the  nobility. 

b.  Interest  nobles  in  industrial  securities. 

6.  Enhst  co-operation  of  lower  orders  to  gain  the  ballot. 
III.   Conditions  in  England  after  Waterloo. 

1.  Reconstruction  period  (1815-1822). 

a.  Loss  of  world  markets. 

b.  Operation  of  the  factory  system  causes  unemployment. 

c.  Soldiers  increase  the  number  of  unemployed. 

d.  Harvest  poor. 

2.  Poor  Law  system. 

a.  Elizabethan  Poor  Laws. 

b.  Speenhamland  Act  (1795). 

1.  Its  spirit;  purpose  to  prevent  social  disorder. 

2.  Effects  were  to  pauperize  the  laboring  classes. 

3.  Decrease  in  poor  law  relief  after  1816. 

3.  Social  and  Political  Disturbances  (1815-1822). 

a.  Social   uneasiness;    suspension   of   the   writ    of  habeas    corpus, 
(1817). 

b.  Massacre  of  Peter  loo  and  the  Six  Acts. 

c.  Cato  Street  Conspiracy. 


Syllaht's  of  Modern  European  History  69 

IV.   Period  of  Moderate  Reform  (1824-1832). 

1.  The  Combination  Acts  of  1824-1825. 

2.  Repeal  of  the  Test  and  Corporations  Acts  (1828). 

3.  Catholic  Emancipation  Act  (1829). 

4.  The  Reform  Bill  of  1832. 

a.  Stand  pat  Toryism  (1782-1830). 

b.  Demand  for  poHtical  reforms. 

c.  Earl  Grey  forced  the  House  of  Lords  to  give  way. 

d.  Did  not  grant  suffrage  to  the  lower  orders. 
Assignment:     Schapiro,  45-62;  Hayes,  II.  28-37,  88-93. 

Readings:  Ogg,  Ec.  Dev.,  369-77,  417-24;  Gibbins,  407-26;  G.  Slater, 
Making  of  Modern  England,  1-20;  Walpole,  England  Since  1815,  eh.  v; 
Hammond,  Town  Labourer,  194-267;  Hammond,  Village  Labourer,  225- 
332;  Toynbee,  Industrial  Revolution,  ch.  ix;  J.  A.  Hobson,  Evolution  of 
Modern  Capitalism,  ehs.  i,  v;  Usher,  chs.  xi,  xv. 

Suggestive   Questions: 

1.  By  what  means  had  the  Church  and  landed  gentry  of  England  been 
able  to  intrench  themselves  in  pohtical  power?  Account  for  the  attitude  of 
mind  of  the  Tory  "standpatter"  (1793-1832). 

2.  Who  w^ere  the  political  "nabobs"  in  England?  Why  were  they  so 
bitterly  hated  by  the  gentry? 

3.  Why  was  the  English  government  able  to  prevent  a  social  or  political 
revolution  from  1815  to  1822? 


70  IxniAXA   T'XIVEUSITY 

LESSON  58.     AN  EPOCH  OF  MODERATE  REFORM  IN  ENGLAND 

(1832-1865) 

I.   The  Classical  Economists  and  Their  Teachings. 

1.  Mercantilism  and  the  factory  system. 

2.  Adam  Smith  and  laissez  faire. 
8.  Rieardo's  theory  of  rent. 

4.  The  Malthusian  doctrine. 

').  John  Stuart  Mill  and  the  "wage  fund"  theory. 
6.  Nassau  Senior's  "the  last  hour  of  labour". 
II.   The  Activity  of  the  Industrial  Bourgeoisie. 

1.  Misuse  of  the  theories  of  Classical  Economists. 

2.  Alliances  ^^^th  the  nobility. 

3.  Use  of  the  "self-interest"  arguments. 

a.  Gain  support  of  nobility. 

b.  Appeal  to  financiers  and  middlemen. 

c.  Emphasize  dangers  of  unemployment  among  the  workmen. 

4.  What  they  sought. 

III.   Moderate  Social  and  Economic  Reforms  (1833-1844). 

1.  Change  in  composition  and  names  of  political  parties. 

2.  Factory  Acts  of  1833  and  1844. 

3.  New  Poor  Law  Act  (1834);  reform  of  Criminal  law. 

4.  Municipal  Corporations  Act  (1835)  supplements  Reform  Bill. 

5.  Mines  Act  of  1842;  Factory  Act  of  1847. 

6.  Minor  reforms. 

a.  Abolition  of  slavery  in  British  dominions  (1833). 

b.  First  national  appropriation  for  education. 

IV.  Demands  for  Further  Political  and  Social  Reforms. 

1.  Utopians  protest  against  impUcations  of  theories  of  the  classical 
economists. 

a.  Robery  Owen's  communistic  and  co-operative  ideas. 

b.  Fourier's  communism;  phylansteries. 

c.  St.  Simon  and  Louis  Blanc. 

2.  The  Chartists  (1838-1848). 

a.  Discontent  over  Reform  Bill. 

b.  The  Six  Points. 

e.  Nature  of  their  organization. 

d.  Failure  of  their  demonstrations. 

3.  Repeal  of  the  Corn  Laws  (1841-6). 

a.  The  Corn  Laws  before  1815. 

b.  Modifications  in  1815  and  1828. 

c.  Influences  at  work  against  Corn  Laws. 

1.  Adam  Smith's  laissez  faire  doctrines. 

2.  Discontent  of  the  laboring  classes. 

3.  Agitation  of  the  capitalists. 

d.  The  Irish  Famine  and  work  of  Robert  Peel. 

e.  End  of  Navigation  Laws — effects. 


Syllabus  of  Modern  European  History  71 

Assignment:  Schapiro,  62-81,  573-77;  Hayes,  II.  82-8;  finish  and  hand 
in  Map  Study  No.  7. 

Readings:  Toynbee,  ehs.  x,  xi,  xii;  Ogg,  Ec.  Dev.,  256-63,  477-92;  J.  S. 
Nicholson,  History  of  the  English  Corn  Laws,  9-103;  J.  A.  Hobson,  Evolu- 
tion of  Modern  Capitalism,  chs.  xvi-xvii;  Gide  and  Rist,  History  of  Economic 
Doctrines,  Bk.  I.,  ch.  iii;  Seignobos,  40-62;  Walpole,  England  Since  1815, 
ch.  .xiii;  Usher,  ch.  xx,  pt.  ii. 

Suggestive   Questions: 

1.  Can  you  detect  the  fallacies  in  the  theory  of  Malthus  in  regard  to 
population?  in  the  statement  "competition  is  the  life  of  trade"? 

2.  Why  did  the  Chartists  fail?  the  Utopian  Socialists? 

3.  What  can  you   say  of  the  political  astuteness  and  ability  of  Robert 
Peel  (1828-1846)? 


72  Indiana  University 

LESSON  59.     THE  RESTORATION  AND  THE  RISE  OF 

METTERNICH 

I.   The  Congress  of  Vienna  (1814-5).         7 '*  "^^ 

1.  Its  composition  and  procedure.  ^-"'      w'v-^ 

2.  Problems  it  faced.  -  '       ''^-'' 

3.  Territorial  adjustments. 

a.  The  principle  of  "legitimacy". 

b.  Policy  of  rewards  and  punishments. 

c.  The  idea  of  nationaUty.  -  x-t^-'t----  ' 

4.  Political  arrangements.         .      ^  ^  ^, , ,  ,  i 

a.  The  Quadruple  Alliance.  -  H^'^'^ 

b.  The  Holy  Alliance, 
e.  Purpose  of  each. 

II.   The  Bourbon  Restoration  in  France  (1815-1830). 

1.  Louis  XVIII  before  the  Hundred  Days. 

2.  Reign  of  Louis  XVIII  (1815-1824). 

a.  Checks  the  Ultra  Royalists. 

b.  Moderately  liberal  until  assassination  of  Due  de  Berry. 

3.  Reactionary  Reign  of  Charles  X  (1825-1830). 

a.  His  character. 

b.  Gains  compensation  for  nobles  whose  estates  were  confiscated 
during  Revolution. 

c.  Stanch  supporter  of  Cathohc  Church. 

d.  Repressive  tendencies  brought  on  Revolution  of  1830. 
III.    Reaction  in  Spain  and  Portugal. 

1.  Ferdinand  VII  and  the  liberal  constitution  of  1812. 

2.  Revolts  in  Spain;  independence  of  Spanish  Colonies. 

3.  Spanish  rebellion  quelled  by  French  troops. 

4.  Dynastic  troubles  in  Portugal.  .  • 

a.  English  influence  in  Portugal — Beresford. 

b.  Separation  of  Brazil  from  Portugal. 
IV.    General  European  Congresses. 

1.  Policing  by  the  Quadruple  Alliance. 

2.  Meetings  brought  on  by  liberal  manifestations. 

3.  Nature  of  the  Carlsbad  decrees  (1819). 

4.  Congress  of  Aix-la- Chapelle  (1818). 

5.  The  protocol  of  Troppau  (1820). 

6.  Congress  of  Laibach  (1821). 

7.  Congress  of  Verona  (1822). 

Assignment:  Schapiro,  13-24,  89-97;  Hayes,  II.  1-28,  passiwi. 

Readings:  Seignobos,  1-9,  103-32;  Hazen,  249-89;  Bourne,  457-65;  Rob- 
inson, 11.  533-43;  C.  M.  Andrews,  Historical  Development  of  Modern 
Europe,  I.  86-179;  Turner, ;  Bourgeois,  I.  1-113. 

Suggestive   Questions: 

1.  What  conditions  favored  Metternich's  retention  of  power  so  long? 
What  factors  (or  tendencies)  were  working  against  him? 

2.  What  were  the  provisions  of  the  Constitution  of  1812  in  Spain?  Why 
was  it  so  important? 

3.  Why  was  the  Congress  of  Vienna's  violation  of  the  doctrine  of  nationa- 
ality  so  much  more-  culpable  than  simOar  violations  at  the  Congress  of 
Utrecht  a  century  earlier. 


9 


Syllabus  of  Modern  Eltropean  Histcry  73 

LESSON  60.     THE  DECLINE  OF  METTERNICH'S  POWER  ( 1822-1818) 
L   The  Greek  Revolution  (1821-1829). 

1.  Causes:  political,  economic  and  religious. 

2.  The  work  of  Koraes  and  Ypsilanti. 

3.  Atrocities  of  Ilbrahim  Pasha. 

4.  Intervention  of  the  Powers;  Navarino. 

5.  Russia  defeats  Turkey — treaty  of  Adrianople. 

6.  Greece  secures  her  independence. 

IT.   Difficulties  of  Quadruple  Alliance  (1822-18). 

1.  Canning  at  the  Congress  of  Verona. 

2.  Great  Britain  and  the  Monroe  Doctrine. 

3.  Liberal  Constitutions  granted  in  minor  German  States. 

4.  Death  of  Alexander- 1. 
TTT.   Revolution  of  1830. 

1 .  In  France. 

a.  Character  of  Charles  X. 

b.  Polignac's  reactionarj^  policy — the  July  ordinances, 
e.  Ease  of  overtliro'n'ing  the  Bourbons. 

2.  Separation  of  Belgium  from  Holland. 

a.  Causes:     political,  economic  and  religious. 

b.  Belgium  aided  by  the  Great  powers. 

c.  Treaty  of  1831;  the  "scrap  of  paper"  of  1839. 

3.  Polish  Revolt  (1830) 

a.  Reactionary  tendencies  of  Nicholas  I. 

b.  Merciless  suppression  of  Polish  nobiUty. 

4.  Revolutions  in  Italy  and  the  Germanies. 
IV.  France  under  Louis  Philippe  (1830-1848). 

1.  Policies  of  the  King;  their  weakness. 

2.  Thiers  vs.  Guizot. 

3.  Growth  of  liberalism  and  socialism. 

4.  Fusion  of  Republicans  and  Socialists. 

V.   The  February  Revolution  in  France  (1848). 

1.  The  great  reform  banquet  prohibited. 

2.  Flight  of  Louis  Philippe. 

3.  Adoption  of  a  provisional  government. 

4.  Louis  Blanc  and  the  National  Workshops. 

5.  "June  days"  and  the  middle- class  republic. 

6.  Adoption  of  a  Constitution;  election  of  a  president. 
Assignment:     Schapiro,  89-110,  499-507. 

Readings:     Hayes,  II.  93-5,  100-2,  116-23;  Hazen,  280-97;  Robinson,  II. 

552-62;  Seignobos,  132-65;  Andrews,    Historical  Development,  I.  276-362; 

W.  G.  Berry,  France  Since  Waterloo,  70-196;  Turner, — — ;  Bourgeois, 

I.  114. 
Suggestive   Questions: 

1.  a.  Why  should  we  select  the  year  1822  as  the  beginning  of  Lletter- 
nich's  decline?  b.  What  tendencies  were  mainly  responsible  for  his  down- 
fall? 

2.  To  what  extent  wore  the  causes  of  the  February  Revolution  economic? 
political?  personal? 

3.  Why  did  France  and  England  fail  to  make  war  against  Turkey  after 
the  battle  of  Navarino? 


74  Indiana  University 

LESSON  61.     THE  REVOLUTIONS  OF  1848  IN  CENTRAL 

EUROPE 

I.    General  Effect  of  the  February  Revolution. 

1.  Its  causes. 

2.  News  of  its  success. 
II.  Phases  of  these  revolts. 

1.  Liberal  successes. 

2.  Nationalist  quarrels. 

3.  Autocratic  triumph. 

III.  The  Viennese  Revolt. 

1.  Organization  of  the  revolt. 

2.  Flight  of  Metternich. 

3.  Government  at  Vienna  yields  to  Hungary  and  Bohemia. 

4.  Accession  of  Francis  Joseph. 

.5.  The  work  of  Schwarzenberg  and  Windisehgraetz. 

IV.  Bohemian  Revolt.  • 

1.  The  self-consciousness  of  the  Czechs. 

2.  Quarrels  of  Germans  and  Czechs. 

3.  Windisehgraetz  defeated  the  rebels. 

V.   Italian  Revolt  against  the  Hapsburgs. 

1.  Causes  for  Italian  hostility  towards  Austria. 

2.  Concerted  action  of  Northern  and  Southern  Italy. 

3.  Radetzsky  retreats  to  the  Quadrilateral  area. 

4.  Disaffection  among  the  Italians. 

5.  Radetzky's  victories  at  Custozza  and  Novara. 

6.  Abdication  of  Charles  Albert  of  Sardinia. 
VI.   The  Hungarian  Revolt  (1848-1849). 

1.  Leadership  of  Szechenyi  and  Deak. 

2.  Kossuth  and  the  March  Laws. 

3.  Selfishness  of  the  Magyars. 

4.  Revolt  of  Jellachich. 

5.  Defeat  of  Magyars  at  Schwechat. 

6.  Aid  of  Russia,  flight  of  Kossuth. 
VTI.   The  Revolution  in  the  Germanies. 

1.  Growth  of  liberal  feeling. 

a.  Popidar  assembly  at  Manheim. 

b.  Berlin  riots;  a  constituent  assembly  called. 

c.  Revolts  in  Saxony  and  Baden. 

d.  V orparlament  meets. 

2.  Frankfort  Assembly  prepared  a  constitution. 

a.  Liberal  jn  tone. 

b.  King  of  Prussia  to  be  emperor. 

c.  Excluded  Austria  from  German  Empire. 

3.  Opposition  of  the  Hapsburgs;  Olmuetz. 
Assignment:     Schapiro,  128-44;  Hazen,  298-312. 

Readings:  Hayes,  II.  123-44  (complete  but  very  compUcated);  Andrews, 
I.  363^48;  Seignobos,  387-423;  Henderson,  II.  324-369;  Robinson,  II. 
564^72;  Hazen,  Europe  since  1815,  167-87;  Turner,  — . 

•Suggestive   Questions; 

1.  Show  that  the  revolutions  of  1848  in  CentraJ  Europe  failed  on  account 
of  the  opposing  forces  of  Liberalism  and  Nationalism. 

2.  Why  did  the  liberal  movement  fail  in  Germany  and  Italy? 

3.  What  led  the  Czar  to  aid  the  Hapsburgs  in  putting  down  the  Hungarian 
revolt? 


Syllabus  of  Modern  EluRorEAN  History  75 

LESSON  62.     FRANCE  UNDER  LOUIS  NAPOLEON  (1848-1870) 
I.   Early  Life  and  Character  of  Louis  Napoleon. 

1.  Son  of  Louis  Napoleon  and  Hortense  Beauharnais. 

2.  His  character;  two  varying  estimates. 

3.  Training  and  travels. 
II.   The  Napoleonic  legend. 

1.  Hero  worship  of  Napoleon  I. 

2.  His  axile  and  his  memoirs. 

3.  Writings  of  Louis  Napoleon. 

a.  Napoleonic  ideas. 

b.  The  Extinction  of  Pauperism. 

III.  Louis  Napoleon's  Attempts  to  gain  the  throne. 

1.  English  estimate  of  him. 

2.  Attempt  at  Strasbourg  (1836). 

3.  The  Boulogne  fiasco. 

a.  Synchronised  with  return  of  Napoleon's  body  to  France. 

b.  Louis  Napoleon  incarcerated  at  Ham. 

4.  His  campaign  for  the  Presidency. 

a.  Ably  handled  by  his  supporters. 

b.  Louis  Napoleon  remained  in  England. 

c.  June  days  lose  Socialists  their  supporters. 

d.  The  vote  overwhelmingly  for  Napoleon. 

IV.  Napoleon's  Political  Policy  (1848-1851). 

1.  Appeal  to  commercial  classes. 

2.  Gains  support  of  the  worikingmen. 

3.  Enlists  the  aid  of  the  Clericals. 

4.  Napoleon's  quarrel  with  the  Assembly. 

a.  The  Assembly  limits  the  suffrage. 

b.  Fears  of  the  Assembly. 

c.  The  Coup  d'etat  of  1851. 

V.   The  Rise  of  Napoleon  III  (1852-1860). 

1.  Attempt  to  conciliate  Radicals  and  Clericals. 

2.  Increases  prosperity  of  France;  demand  for  new  colonies. 

3.  The  Crimean  War  (1854-1856). 

4.  Aids  Italians  secure  national  unity;  treaty  of  Villafranca,  18.59. 


I 


76  I.\i>iAXA  University 

VI.   Decline  of  Napoleon's  power,  (1860-1870). 

1.  Opposition  of  Clericals  and  Liberals. 

2.  Flails  to  intervene  in  Polish  Revolt  (1S63). 

3.  Napoleon's  intervention  in  Mexico. 

a.  Causes  for  his  interest. 

b.  Effects  of  his  failure. 

4.  Diplomatic  blunders  (1864^1866). 

a.  Over  Sehleswig  Holstein. 

b.  Fails  to  intervene  in  the  Seven  Weeks  War. 

5.  Liberal  reforms  of  1860  and  1869. 

6.  Franco-Prussian  War  (1870). 

Assignment:     Schapiro,  144-68;  Hayes,  II.  149-63,  175-80,  passim. 
Readings:     Hazen,  313-24,  351-62;  Andrews,  II.  1-41,  146-88;  Seignobos, 

165-86;  Berry,  197-248;  Bourgeois,  I.  289-389;  II.  1-129. 
Suggestive   Questions: 

1.  One  man  claimed  that  Louis  Napoleon  fooled  Europe  twice:  once 
when  it  considered  him  a  fool,  and  again  when  it  thought  him  a  wise  man. 
How  much  truth  is  there  in  this  statement? 

2.  Trace  the  relations  of  Napoleon  III  mth  the  Church.  Why  was  he 
so  favorable  towards  the  clergy  and  papacy? 

3.  Show  clearly  factors  at  work  in  bringing  about  the  election  of  Louis 
Napoleon  as  President. 


^  Syllabus  of  Modern*  Ei'ropeax  Hlstory  77 

LESSON  63.     UNIFICATION  OF  ITALY  (1813-1871) 

I.   Liberal  Manifestations  in  Italy  (1815-1748). 

1.  Italy  after  the  Congress  of  Vienna. 

2.  The  Carbonari. 

3.  Mazzini  and  the  Sons  of  Young  Italy. 

4.  The  three  plans  for  national  unitj'. 

a.  Plans  of  the  Republicans. 

b.  Idea  of  ha\ang  the  pope  as  the  head  of  the  state. 

c.  Monarchists  washed  Sardinia  to  be  head  of  a  federated  kingdom. 

5.  The  lessons  of  the  Revolution  of  1848. 

11.    Cavour's  Pioneer  Work  in  Sardinia  (1852-5), 

1.  Stimulations  of  agriculture  and  industry. 

2.  Increase  in  size  and  efficiency  of  the  army. 

3.  Sardinian  army  sent  to  the  Crimea, 

4.  Cavoiir  at  Congress  of  Paris. 

III.  The  Austro-Sardinian  War  (1859). 

1.  The  "accidental"  meeting  at  Plombi6res. 

2.  Napoleon  aids  Sardinia  against  Austria. 

a.  Fran  CO- Sardinian  \'ietories  of  Magenta  and  Solferino. 

b.  Napoleon  made  peace  at  Villafranca. 

1.  Provisions. 

2.  Reasons  for  Napoleon's  action. 

c.  Treaty  of  Zurich  (1860). 

IV.  Unification  of  Northern  Italy  (I860). 

1.  Cavour  instigates  establishment  of  independent  governments. 

2.  Plans  for  plebiscite;  Savoy  and  Nice  ceded  to  France. 

3.  Plebiscites  almost  unanimous  for  union  with  Sardinia. 
V.    Garibaldi  gains  Sicily  and  Naples  (1861). 

1.  Garibaldi's  earUer  history. 

2.  Plans  for  his  Sicilian  expedition.' 

a.  Make  up  of  his  "Thousand". 

b.  Attitude  of  Cavour. 

3.  Success  of  Garibaldi's  expedition. 

4.  Intervention  of  Victor  Emmanuel. 

5.  Naples  and  Sicily  vote  to  join  the  new  kingdom. 
VI.    Completion  of  National  Unity. 

1.  Venetia  gained  after  Seven  Weeks  War  (1866). 

2.  Rome  added  during  Franco-Prussian  War  (1871). 
Assignment:     Schapiro,  195-219;  Hayes,  163-75. 

Readings:     Hazen,  II.  325-40;  Robinson,  II.  572-79;  Seignobos,  326-61; 

Andrews,    II.    91-145:    W.    R.    Thayer,  Life  and  Times   of  Cavour,  M. 

Cesaresco,  Cavour,  55-230;  G.  M.  Trevelyan,  Garibaldi  and  the  Thousand, 

passim;  A.  D.  White,  Seven  Great  Statesmen.  344-88. 
Suggestive   Questions: 

1.  Compare  Cavour.  Garibaldi,  Mazzini  and  Victor  Emmamiel  as  to 
their  importance  in  achieving  national  unity. 

2.  Was  Cavour's  actions  after  Plombieres  justifiable?  Was  Napoleon 
justifiable  in  makirsj  tlie  treaty  of  Villafranca,  or  in  taking  Savoy  and  Xiee 
from  Italy? 

3.  What  part  did  tlic  papacy  play  in  the  unification  of  Italy  (1830-71) 


78  Indiana  University 

LESSON  64.     UNIFICATION  OF  GERMANY 
I.   The  Germanics  (1815-1848). 

1.  Dominated  by  Metternich:     Carlsbad  decrees. 

2.  Era  of  liberal  constitution  making. 

3.  Formation  of  the  ZoUverein. 

4.  The  Revolution  of  1830  in  Germany. 

5.  Intellectual  acti^^ty  of  patriotic  historians. 

6.  Revolution  of  1848  fails  to  liberalize  or  unify  Germany. 
II.   The  Period  of  Humiliation  for  Prussia  (1849-1864). 

1.  Prussia  granted  a  liberal  (?)  constitution. 

a.  Three-class  voting. 

b.  Virtually  unchanged  down  to  1914. 

2.  The  humiliation  of  Olmiitz  (1850). 

3.  General  inefficiency  of  the  Prussian  King. 

III.  Prussia's  Contest  with  Austria  (1864-1866). 

1.  William  I  as  Regent  and  King  (1858-62). 

a.  Reorganization  of  the  army. 

b.  Appointment  of  Von  Moltke  and  Von  Roon. 

d.  Legislative  opposition  to  military  appropriations, 

2.  Bismarck's  struggle  with  the  Landtag. 

3.  Schles^\-ig-Holstein  War  (1864). 

a.  Causes  very  complicated. 

b.  Austria  and  Prussia  despoil  Denmark. 

c.  Convention  of  Gastein. 

4.  Austrian-Prussian  (or  Seven  Weeks  War)  1866. 

a.  Quarrel  over  SchlesA\ag-Holstein. 

b.  Unexpected  end  of  the  war — Sadowa. 

c.  The  Treaty  of  Prague  moderate  in  its  demands, 

5.  Formation  of  the  Ausgleich  and  the  North  German  Confederation 
(1867). 

IV.  Bismarck   defeats   Napoleon   III    (1867-1871). 

1.  Causes. 

a.  Napoleon's  demands  for  "Compensations". 

b.  Bismarck  exposes  Napoleon's  plans. 

e.   Candidacy  of  Leopold  of  Hohenzollern-Sigmaringen. 

d.  The  Ems  Conference  and  the  "Ems  Telegram". 

2.  Franco-Prussian  War. 

a.  Unprepared ness  of  the  French;  Sedan. 

b.  Government  of  National  Defense. 

c.  Sieges  of  Paris  and  Metz. 

d.  The  Armistice  and  general  election. 

e.  Treaty  of  Frankfort  (1871). 

3.  General  results  of  the  war. 
Assignment:     Sehapiro,  169-94;  Robinson,  II.  588-96. 

/?eadings:  Hazen,  341-62;  Seignobos,  374-400,  424-84;  Hayes.  II.  175- 
206;  Henderson,  II.  370-450;  White,  Seven  Great  Statesmen,  391-469;  Holt 
and  Chilton,  60-170;  C.  G.  Robertson,  Bismarck,  ehs.  i-v;  Munroe  Smith, 
Bismarck,  passirn. 

Suggestive   Questions: 

1.  Which  was  the  more  responsible  for  the  Franco-Prussian  War,  Bis- 
marck or  Napoleon  III?      Why? 

2.  Why  was  peace  not  niade  between  France  and  Prussia  immediately 
after  Sedan? 

3.  How  did  Bismarck  in  1870  secure  the  neutrality  of  Austria?  the  aid  of 
the  South  Germ>nSii.tes? 


Syllabus  of  Modern  European  History  79 

LESSON  65.     THE  DEVELOPMENT  OF  SCIENCE  IN  THE 
NINETEENTH  CENTURY 

I.   Great  emphasis  on  Applied  Science. 

1.  Chemistry  and  engineering. 

2.  Biology  and  medicine. 

3.  Physics  and  mechanics. 

4.  Electricity  and  aeronautics. 

II.   The  Study  of  Geology  and  Biology. 

1.  Usher's  contribution  as  to  the  age  of  the  world. 

2.  Von  Humboldt  and  his  Cosmos. 

3.  Lyell's  Principles  of  Geology. 

III.   Development  of  the  Theory  of  Evolution. 

1.  Contributions  of  Lamarck,  LyeU,  and  Von  Humboldt. 

2.  Darwin's  Origin  of  Species. 

3.  Wallace's  Contributions  to  the  Theory  of  Natural  Selection. 

4.  Spencer's  Synthetic  Philosophy. 

5.  Huxley's  popular  books  and  lectures. 

6.  Pasteur  and  Koch;  the  cell  theory. 

7.  Later  discoveries  by  Mendel,  Weismann  and  others ;  study  of  eugenics. 
IV.   The  "Higher  Criticism". 

1.  The  work  of  Ernest  Renan. 

2.  "The  Oxford  Movement". 

3.  Catholics  emphasize  the  study  of  Church  history. 
V.   The  New  Social  Sciences. 

L  Pohtical  Economy:     Classical  Economists,  the  Mills. 

2.  Anthropology:     age  of  man,  study  of  primitive  peoples. 

3.  Comparative  philology  and  archaeology;  their  relation  to  history. 

4.  Sociology  and  "Applied  Ethics". 

5.  Political  Science;  its  practical  aspects. 

6.  Economic  interpretation  of  history;  the  New  History, 
VI.   The  Atomic  and  Cell  Theories. 

1.  Atomic  theory  revolutionized  physics  and  chemistry. 

2.  Cell  theory  has  brought  aseptic  surgery. 

3.  Vaccination  and  use  of  anaesthetics. 

4.  Revolution  in  surgery. 

Assignment:     Schapiro,  610-20;  Robinson,  II.  599-614. 

Readings:     Hayes,  II.  230-40;  J.  H.  Robinson,  The   New   History,  chs.  iii 

and  viii;  R.  B.  Perry,  Present  Conflict  of  Ideas,  116-69;  Scott,  Theory  of 

Evolution,  1-26;  Judd,  Coming  of  Evolution,  1-86. 
Suggestive   Questions: 

1.  In  what  ways  has  the  Industrial  Revolution  affected  the  study  of 
science? 

2.  What  has  caused  the  increasing  emphasis  which  is  now  placed  on  the 
"Social  Sciences"?  What  influence  has  the  Great  War  had  upon  this  ten- 
dency. 

3.  Just  what  do  you  mean  by  the  "new  history"?  by  the  "pragmatic" 
tendencies  in  philosophy?  just  what  in  your  estimation  should  the  term  "his- 
tory" include? 


80  Tmhaxa  TT\ni;i{S!TV 

LESSON  m.     CHRISTIANITY,  POLITICS  AND  SCIENCE 

I.   Reaction  against  the  New  Science. 

1.  General  opposition  of  Catholic  and  Protestant  clergy. 

2.  Many  Protestants  tend  to  compromise  between  science  and  religion. 

3.  Catholic  Church  more  hostile  towards  new  science. 
IT.   Reasons  for  the  Anti-Clerical  movement. 

1.  Catholic  Clergy  tend  to  question  supremacy  of  secular  governments. 

2.  The  revival  of  Clerleahsra. 

a.  Great  growth  of  Catholic  Schools. 

I).  Concordats  with  Austria  and  other  states. 

c.  CathoUc  power  extended  through  missions. 

d.  General  conservatism  of  Pius  IX. 

3.  Leo  XIII  increased  prestige  of  the  Church. 

a.  Cathohc  attitude  towards  evolution;  Catholic  scientists:  Mendel 

and  Pasteur. 
h.  PoHtical  views  of   Leo  XIII — Encyclical   "Rerum  Novarum" 

(1891). 

III.  The  Catholic  Church  and  Nationalism. 

1.  Hostility  of  the  papacy  to  bourgeois  governments. 

2.  The  Encyclical  "Quanta  Cura". 

3.  The  Syllabus  of  Errors. 

IV.  The  Papacy  and  Scientific  developments. 

1.  Dogma  of  the  Immaculate  Conception  (1854). 

2.  Doctrine  of  Papal  InfalMbility  (1871). 

a.  Reasons  desired  by  the  pope. 

b.  Methods  by  which  it  was  secured. 

c.  Results. 

3.  The  Modernist  Movement. 

a.  EncycUcal  of  Pius  X  against  Modernism  (1907). 

b.  Present  status  of  the  movement. 
Assignment:     Hayes,  II.  223-30,  240-52. 

Readings:  Seignobos,  684-716;  Camb.  Mod.  Hist.,  XI.  ch.  xxv;  Joseph 
Husslein,  The  Church  and  Social  Problems,  passim.;  W.  Cunningham, 
Christianity  and  Politics,  passim;  A.  C.  McGiffert,  Rise  of  Modern  Religious 
Ideas,   passim;  Catholic  Enclycopedia,   passim. 

Suggestive    Questions: 

1.  Why  has  the  Catholic  Church  found  it  more  difficult  to  accomodate 
it.seLf  to  scientific  developments  than  the  Protestant  Chiu'ch? 

2.  By  what  actions  did  the  papacy  align  against  it  the  various  forces 
tending  towards  nationalism? 

3.  What  has  been  the  influence  of  the  eneycUcal  "Rerum  Novarum"? 
What  relation  does  the  Christian  Socialist  movement  bear  to  the  Catholic 
Church? 


Syllabus  of  Modern  European  History  81 

LESSON  67.     THE  DEVELOPMENT  OF  THE  SOCIALIST 

MOVEMENT 

I.   Rise  and  Spread  of  Trade  Unionism. 

1.  Beginnings  in  England. 

a.  Difficulties  of  organization. 
h.  Plans  and  purpose, 
c.   Socialistic  leanings. 

2.  Trade  unions  in  France,  Germany  and  Belgium. 

3.  The  co-operative  movement. 
TT.    Utopian  and  Early  Socialists." 

1.  Babeuf' s  teachings. 

2.-  Theories  of  Owen  and  Fourier. 

3.  St.  Simon  and  Louis  Blanc. 

4.  FutiUty  of  their  plans. 

IIL   Marxian  (Scientific)  Socialism. 

1.  Early  life  and  training  of  Marx. 

2.  Later  associations  with  Engels. 

3.  Publication  of  Das  Kapital  and  the  Comiminisl  Manifesto. 

4.  What  Socialism  claims  to  be. 

5.  How  far  might  Socialism  go? 
IV.   The  Communist  Manifesto. 

1.  Its  theoretical  basis. 

2.  Some  of  its  revolutionary  demands. 

a.  Contiseation  of  land  rent. 

b.  High  direct  taxes. 

c.  Abohtion  of  inheritance. 

d.  Pubhc  ownership  of  aU  transportation  facilities. 
V.   Criticism  of  Marxian  Socialism. 

1.  MateriaUstic  conception  of  history  ona-sided. 

2.  Society  not  di\ided  into  clearly  differentiated  classes. 

3.  Class  struggle  not  necessarily  ine-vitable. 

4.  Capital  plays  an  absolutely  indispensable  part  in  production. 
Assignment:     Schapiro,  570-86;  Hayes,  II.  252-61.     Each  student  should 

read  some  of  the  Communist  Manifesto,  which  is  found  in  various  editions. 
Readings:     Orth,  1-56;  Seignobos,  718-46;  Ogg,  Ec.    Dev.,  477-510;  J.  R. 

iSIacdonald,  Socialist  Movement;  J.  G.  Brooks,  Social   Unrest;  J.  A.  Ryan, 

Distributive  Justice;  B.  Villiers,  Socialist  Movement  in  England;  M.  Beer, 

Hist,  of  Brit.  Socialism  T.  160-244. 
Suggestive   Questions: 

1.  How  would  the  confiscation  of  land  rent  operate?  the  abohtion  of 
inheritance?     Why  do  you  favor  or  oppose  each  of  them? 

2.  What  is  your  definition  of  Sociahsm?     Why  do  you  hmit  it  as  you  do? 

3.  What  do  you  understand  by  "surplus  value",   "'exploitation",  and 
'"unearned  increment"  as  employed  by  Socialists? 


82  Indiana  University 

LESSON  68.     REVOLUTIONARY  LABOR  MOVEMENTS 

I.   The  InternationaL 

1.  The  principles  and  policies  of  Lassalle. 

2.  The  Universal  German  Workingmen's  Association  (1863). 

3.  Marx's  International  Workingman's  Association  (1864). 

a.  Nature  of  its  constitution. 

b.  Annual  meetings. 

c.  Expulsion  of  Bakunin  and  his  followers  (1872). 

d.  Functions  performed  by  the  "International". 
II.   The  Social  Democrats. 

1.  Had  its  origin  in  Lassalle's  Universal. 

2.  Workmen's  Educative  Associations. 

3.  Influence  of  Liebknecht  and  Bebel. 

4.  Organization  of  Social  Democratic  Workingman's  Party  (1869). 

5.  Union  of  Reformists  and  Marxians  (1875). 

6.  Growth  of  the  Social  Democratic  Party  in  Germany. 

a.  1871 — 102,000  votes,  2  members  in  Reichstag. 

b.  1890—1,427,000  votes,  35  members  in  Reichstag. 

c.  1912—4,250,000  votes,  110  members  in  Reichstag. 

7.  Growth  of  Socialists  in  European  Parliaments. 
V.   Anarchism. 

1.  General  origins  of  Anarchism. 

2.  Proudhon's  leadership. 

a.  Early  life  and  training. 

b.  His  curious  political  and  social  ideas. 

3.  The  differences  between  Anarchism  and  Socialism. 

a.  Indi^^dualism  of  the  anarchists. 

b.  Emphasis  on  the  Government  by  Socialist. 

c.  The  ideas  of  sabotage  and  direct  action. 

4.  Bakunin's  teachings. 

a.  Destruction  by  force. 

b.  Lack  of  a  constructive  program. 

c.  Expulsion  from  the  International. 
IV.   Syndicalism. 

1.  The  fundamental  belief  in  "one  big  union". 

2.  The  "Big  3"  in  England. 

3.  Strength  of  Syndicalism  in  the  United  States. 

a.  Reasons  for  its  existence. 

b.  General  policy. 

V.   Latest  Developments — Gild  Socialism. 

1.  The  idea  of  joint  control  of  industry  by  labor  and  capital. 

2.  The  Whitley  and  Sankey  plans  in  Great  Britain. 

3.  Plumb  plan  for  operating  railroads  of  United  States. 

4.  Probable  outcome  of  these  efforts. 

Assignment:     Schapiro,  58(5-602;  Hayes,  II.  261-71. 

Readings:  W.  E.  Walling,  et  al,  Socialism  of  Today,  3-36,  389-430;  Ogg, 
Ec.  Dev.  510-34;  Orth,  56-74,  118-45,  250-73;  E.  KeUy,  Twentieth  Cen- 
tury Socialism,  18-52;  G.  E.  Raines,  Present  Day  Socialism,  49-157. 

Suggestive   Questions: 

1.  To  what  degree  have  the  Reformists  triumphed  over  the  political 
principles  of  the  Marxians. 

2.  Why  have  the  English  laboring  classes  been  so  little  interested  in 
Socialism  or  Anarchism? 

3.  Do  you  think  that  the  consumer  is  properly  taken  into  account  in 
the  Plumb,  Whitley  and  Sankey  plans? 


Syllabus  op  Modern  European  History  83 

LESSON  69.     STRUGGLE   BETWEEN    MONARCHISTS   AND 
REPUBLICANS  IN  FRANCE 

I.   Establishment  of  the  Government  (1871-1875). 

1.  France  under  the  Government  of  National  Defense. 

a.  Bordeaux  Assembly:     composition  and  character  of  its  govern- 
ment. 

b.  The  Commune  of  Paris  (1871). 

c.  Struggle  of  Commune  and  the  National  Assembly. 

2.  Administration  of  Thiers  (1871-1873). 

a.  Character  and  experience. 

b.  Made  "Chief  of  the  Executive  Power". 

c.  Adoption  of  the  Pact  of  Bordeaux. 

d.  Great  work  of  reconstruction  by  Thiers. 

3.  Struggle  between  Republicans  and  Monarchists. 

a.  Monarchist's  plans;  dismissal  of  Thiers. 

b.  Adoption  of  the  Fundamental  Laws  of  1875. 
II.   The  Government  of  France. 

1.  Legislature:     Senate  and  Chamber  of  Deputies. 

a.  Number  of  members  and  their  qualifications. 

b.  Powers  of  each  house ;  interpellation. 

c.  National  Assembly  of  France;  its  functions. 

2.  President  elected  for  seven  years. 

a.  Method  of  election. 

b.  Position  and  powers. 

3.  Parliamentary  elections. 

a.  Great  number  of  parties;  ballotage. 

b.  Use  made  of  the  patronage. 

III.   The  Establishment  of  the  Ministry. 

1.  Ministry  as  provided  by  the  Fundamental  law. 

2.  The  Sixteenth  of  May  (1877)  quarrel  of  McMahon  and  the  Chamber. 

a.  Question  causing  quarrel  was  over  the  activity  of  the  papacy. 

b.  Really  a  struggle  of  Monarchist  and  Repubhcan. 

c.  Dismissal  of  the  prime  minister. 

d.  The  elections  and  McMahon's  resignation. 

3.  Ministry  held  to  be  responsible  to  Legislature  not  to  President. 
IV.   The  Boulanger  Affair  (1887). 

1.  Repubhcans  gain  control  of  the  Legislature. 

2.  Monarchists  use  Boulanger  in  an  attempt  to  regain  power. 

3.  Collapse  of  the  movement. 

Assignment:     Sehapiro,  220$48;  Hayes,  II.  331-45,  passim. 

Readings:  Hazen,  384-91;  J.  C.  Bracq,  Third  French  Republic,  1-74; 
Andrws,  II.  343-57;  Seignobos,  187-207;  Berry,  349-400;  Ogg,  Govern- 
ments, 311-4,  319-34;  P.  Coubertin,  Third  French  Republic;  E.  Vizetelly, 

Republic  France;  Bourgeois,  II.  203-305;  Turner, ;  G.   Hanotaux, 

Contemporary  France  (1870-1882),  passim. 

Suggestive   Questions: 

1.  Why  did  the  Count  de  Chambord  fail  to  become  Henry  V  of  France? 

2.  In  what  ways  have  Gambetta  and  Jules  Ferry  contributed  to  the 
history  of  the  Third  French  Repubhc? 

3.  What  are  the  cardinal  wealoiesses  in  the  French  government?  How 
does  the  power  of  the  president  of  France  compare  with  the  power  of  our 
president? 


^■i  '  Indiana  University 

LESSON  70.     RECENT  HISTORY  OF  FRANCE  (1887-1914) 
T.   The  Dreyfus  Case  (1894-1906). 

1.  Causes:     Anti-Semitism,  Panama  scandals,  and  the  "honor  of  tht 
army". 

2.  Charges  against  Dreyfus;  his  conviction  and  punishment. 

3.  Work  of  Picquart  and  Zola. 

4.  Trial  and  acquittal  of  Esterhazy. 

5.  Dreyfus  becomes  a  national  figure. 

6.  Confession  of  Henry  and  flight  of  Esterhazy. 

7.  Second  trial  of  Dreyfus;  conviction  and  pardon. 

8.  Exoneration  of  Dreyfus;  restoration  to  his  position, 
ir.    The  Separation  of  Church  and  State. 

1.  The  Church  under  Louis  XVIII  and  Charles  X. 

2.  Napoleon  ILI  favors  the  Church;  Falloux  laws. 

3.  Papacy  holds  Napoleon  partially  responsible  for  loss  of  temporal 
power. 

4.  Gambetta  and  the  Church. 

5.  The  Ferry  Laws;  policy  of  Leo  XIII, 

6.  Associations  Law  (1901);  Education  Law  (1904). 

7.  Separation  Act  of  1905. 

8.  Results  of  the  separation  of  Church  and  State. 

III.  Foreign  Affairs. 

1.  Attitude  of  Bismarck  towards  France;  the  war  scares  of  1875  and 
1887. 

2.  Formation  of  the  Triple  AlUance  (1882). 

3.  Colonizing  activity  of  France  in  Africa. 

4.  The  condominium  in  Egypt;  Fashoda  afifair  (1898). 

5.  Entente  Cordiale  (1904). 

6.  Moroccan  difficulties. 

a.  The  Tangier  incident  (1905). 

b.  The  Algeciras  Conference. 

c.  The  Agadir  Affair  (1911).  / 

IV.  Growth  of  Socialism. 

1.  Activity  of  the  Syndieats  (1884-1914). 

2.  General  Confederation  of  Workers  (C.  G.  T.)  1909. 

a.  Its  organization,  methods  and  principles. 

b.  Strike  of  post  office  employees  (1909). 

c.  Railway  strike  (1910). 

3.  Growth  of  socialist  groups  in  the  Legislature. 

a.  Jaures  and  Guesde  gi'eatest  leaders. 

b.  Their  anti-militaristic  attitude  before  1914. 
Assignment:     Schapiro,  248-72;  Hayes,  II.  345-62,  passim. 
Readings:     Orth,  75-117;  Ogg,  Ec.  Dzv.,  535-45;  Braeq,  190-233,  229-328; 

Seignobos,  207-227;  Andrews,  357-67;  Hazen,  391-408;  E.  Lynch,  French 
Life  in  Town  and  Country,  112-46;  G.  Lawton,  Third  French  Republic,  II. 
305-71. 
Suggestive    Questions: 

1.  Why  was  the  Dreyfus  ease  so  important?     How  was  it  connected 
with  Clericalism,  MiUtarism  and  Socialism. 

2.  What  led  France  and  England  to  forget  their  differences  in  1904? 

3.  What  has  made  Anti-Clericalism  so  strong  in  France? 


Syllabus  of  Moderx  European  History  85 

LESSON     71.     THE     GERMAN    EMPIRE     UNDER     BISMARCK 

(1871-1888) 
r.   Constitution  and  Government  of  the  Empire  (1914). 

1.  Nature  of  the  Constitution. 

a.  Of  what  it  is  composed. 

b.  How  amended? 

2.  The  Imperial  Government. 

a.  Power  of  the  Emperor  and  the  position  of  the  Chancellor. 

b.  The  Bundesrath,  its  composition  and  functions. 

c.  The  Reichstag,  size,  membership  and  importance. 

3.  Government  of  Prussia. 

a.  The  importance  of  Prussia  in  the  Empire. 

b.  Power  of  the  King  and  his  ministers. 

c.  Composition  and  functions  of  the  Landtag. 

d.  Three  class  system  of  voting. 

4.  Governments  of  Saxony,  Bavaria,  et  al,  more  hberal. 

5.  Power  of  the  aristocracy  in  Germany. 

IL  Bismarck's  organization  of  the  Empire  (1871-1875). 

1.  The  military  organization  of  Germany. 

2.  Adjustment  of  federal  and  state  legal  relations. 

3.  Adoption  of  an  imperial  banking  system. 

4.  Bismarck  favors  protective  tariffs. 

5.  Administration  of  the  railways  of  Germany. 

6.  Development  of  political  parties;  their  relation  to  the  Chancellor. 
III.   The  Kulturkampf  (1871-1878). 

1.  Causes:     Clericalism  and  the  Modernist  movement. 

2.  The  May  Laws  against  the  power  of  the  Chm-eh. 

3.  The  "Diocletian  persecution"  and  the  "Old  Catholics". 

4.  The  Center  forces  Bismarck  to  give  way;  Cannosa. 
IV.   Bismarck  and  the  Socialists. 

1.  Early  history  of  the  German  SociaUsts. 

2.  Reasons  which  led  Bismarck  to  attack  them. 

3.  Repressive  laws  against  the  Socialists;  effect. 

4.  Great  social  reforms;  their  effect. 
V.   Foreign  Affairs  under  Bismarck. 

1.  Need  of  preparations  against  France. 

2.  The  Congress  of  BerUn;  alliance  with  Austria  (1879). 

3.  Friendly  relations  with  Russia  and  Great  Britain. 

4.  Bismarck  and  colonial  expansion. 

5.  Reasons  for  the  fall  of  the  Chancellor. 
Assignment:     Schapiro.  277-302;  Hayes,  II.  395-414,  passirn. 
Readings:     Hazen,   363-76;   Andrews,   368-86;    Orth,    146-71;   Seignobos, 

485-505;  Ogg,  Governments,  202-25;  R.  H.  Fife,  German  Empire  between 
two  Wars,  3-25,  101-38,  200-16;  Holt  and  ChUton,  264-74;  H.  Hayward, 
The  Iron  Chancellor  in  Private  Life;  C.  G.  Robertson,  Bismarck,  eh.  vi; 
A.  W.  Ward,  Germamj,  vol.  III.;  Hazen.  Government  of  Ger?nany; p&wson, 
Ger.  Empire,  chs.  x-xviii;  J.  E.  Barker,  Modern  Germany,  chs.  vi-vii. 
Suggestive    Questions: 

1.  How  have  the  aristocracy  of  Germany  been  able  to  retain  power  so 

long? 

2.  How  do  Bismarck's  achievements  before  1870  compare  with  those  from 

1870  to  1880? 

3.  What  does  Schapiro  mean  by  saying  that  Bismarck  decided  "to  go 
to  Canossa"?  Another  writer  said  that  Bismarck  tried  to  kill  the  Socialists 
by  kindness.     Explain- 


86  Indiana  University 

LESSON  72.     THE  REIGN  OF  WILLIAM  II.     (1888-1914). 
I.    Character  and  Poliry. 

1.  His  vanity  and  belief  in  divine  right. 

2.  Love  of  theatrical  display. 

3.  Policies:  change  Germany  from  a  European  to  a  world  power, 
n.   Great  Economic  Development  of  Germany. 

1.  Rapid  increase  in  population;  the  growth  of  cities. 

2.  Great  stimulus  to  agriculture. 

a.  Influence  of  the  protective  tariff. 

b.  Contest  between  agrarian  and  industrial  interests. 

3.  Tremendous  growth  of  industry. 

a.  Application  of  science  to  manufacturing. 

b.  Highly  speciaUzed  industries:     dyes,  optical  instruments. 
e.  Organization  of  industrial  corporations  and  trade  unions. 

4.  Need  of  a  great  merchant  marine. 

a.  To  exploit  world  markets. 

b.  Necessity  of  a  navy  to  protect  her  commerce. 
in.   Growth  of  Militarism. 

1.  Fear  of  France  and  Russia. 

2.  Rivalry  in  commerce  with  England. 

3.  Competition  with  the  British  navy,  (1898-1914). 

4.  Cost  of  army  and  navy;  effect  upon  the  people. 
IV.   Socialism  under  William  II. 

1.  Much  more  lenient  towards  SociaUsts  than  was  Bismarck. 

2.  Increase  in  their  poUtical  activity. 

3.  Advanced  social  legislation  did  little  to  arrest  their  growth. 

4.  The  election  of  1907. 

5.  Strength  of  Social  Democrats  in  1912. 
V.   Pan-Germanism  and  Colonization. 

1.  Need  of  new  markets  and  homes  for  surplus  population. 

2.  Inculcation  of   "Deutsche   Kultur";   influence  of  the  educational 
system  of  Germany. 

3.  Writings  of  Treitschke,  Bernhardi,  Rohrbach. 

4.  Influence  of  the  junkers  and  the  army. 

5.  The  Socialists  and  Pan-Germanism. 
Assignment:     Schapiro,  302-23;  Hayes,  II.  414-26. 

Readings:  Fife,  50-97,  217-68;  Hazen,  376-82;  Schmitt,  chs.  iv,  v,  viii. 
Seignobos,  505-16;  Dawson,  Evolution,  1-105;  Barker,  chs.  vlii-xiv;  Daw- 
son, Ger.  Em-pire,  chs.  xix-xxiv. 

Suggestive   Questions: 

1.  Why  did  William  II  look  to  the  Dual  Monarchy  rather  than  to  Russia 
for  an  alliance? 

2.  By  what  agencies  was  the  propaganda  for  a  great  navj^  carried  on? 
How  was  the  enormous  amount  for  military  expenditures  raised? 

3.  How  can  you  account  for  the  unprecedented  growth  in  Germany  of 
socialism    in  the  face  of  far  reaching  reforms. 


Syllahi's  ok  Modkhx  Eikopean  History  87 

LESSON  73.     AUSTRIA-HUNGARY  AND  ITALY  (1867-1914) 
I.   The  Ausgleich  since  1867. 

1.  Constitutional  relations  between  Austria  and  Hungary. 
'a.  Powers  of  the  Emperor-King. 

b.  The  Joint  Ministry  of  the  Dual  Monarchy. 

c.  The  "delegations";  powers  and  sessions. 

2.  Renewable  at  expiration  of  ten  years. 

a.  Financial  adjustments  between  Austria  and  Hungary. 

b.  Difficulties  of  renewal. 

3.  Racial  friction. 

a.  Attitude  of  the  Czechs  and  Poles. 

b.  Arrogance  of  the  Magyars. 

c.  Growing  self-consciousness  of  the  Jugo-Slavs. 

4.  Character,  ability  and  policies  of  Francis  Joseph. 
11.   Austria  since  the  Ausgleich. 

1.  Government  of  the  Empire. 

a.  The  relation  of  legislature  and  cabinet. 

b.  The  administrative  system;  its  composition  and  power. 

c.  Influence  of  the  Catholic  Chiu-ch. 

d.  Manhood  suffrage  granted  (1907). 

2.  Trouble  with  the  Slavs. 

a.  The  Polish  question. 

b.  Difficulties  with  the  Czecho-Slovaks. 

c.  Gradual  dechne  of  Germanism. 

3.  Jealousy  between  Austria  and  Italy. 

a.  Status  of  the  Italians  in  Austria-Hungary. 

b.  The  Italians  and  the  Jugo-Slavs. 

4.  Social  Progress. 

a.  Education  and  the  Church. 

b.  Growth  of  industry  and  commerce. 

c.  Extensive  social  legislation. 
III.   Hungary  since  the  Ausgleich. 

1.  Government. 

a.  Controlled  by  the  Magyars. 

b.  Franchise  very  ilhberal. 

c.  Powers  of  the  cabinet  and  the  legislature. 

2.  Francis  Joseph  and  the  Magyars. 

a.  Hungary's  opposition  to  renewal  of  Ausgleich. 

b.  Use  of  the  Slavs  to  curb  Magyars;  threat  to  declare  universal 
suffrage  in  Hungary. 

c.  Advantages  of  dualism  to  the  Magyars. 

3.  Problems  of  Magyar  domination. 

a.  Policy  of  Magyarization  (1866-1914). 

b.  Treatment  of  Slovaks  and  Transylvanians. 

c.  Struggle  with  the  Jugo-Slavs. 

1.  Feeling  in  Croatia,  Dalmatia,  Carniola  and  Slavonia. 

2.  Rise  of  Jugo-Slav  nationaUsm;  Fiume  Resolution  (1903). 


88  Indiana  University 

LESSON  73— Continued. 
IV.  Italy  since  1870. 

1.  Difficulties  before  the  new  state. 

a.  Social,  economic  and  political  differences  in  Sardinia  and  Naples. 

b.  Illiteracy  and  lack  of  political  experience. 

c.  The  Vatican  and  the  Quirinal. 

d.  Poverty,  debt  and  heavy  taxes. 

2.  Government  of  Italy  modelled  on  that  of  France. 

a.  Power  of  the  king  and  ministry. 

b.  Composition  and  influence  of  Senate  and  Chamber  of  Deputies. 

c.  Corruption  in  politics  very  great. 

3.  Relations  with  the  Pope. 

a.  Law  of  Papal  Guarantees. 

b.  Non-expedit  decree;  Pope  a  voluntary  prisoner  in  Vatican. 

4.  Imperialism  and  irredentism. 

a.  Italia  irredenta. 

b.  Abyssinia  and  Tripoli. 

5.  Economic  and  Social  Progress. 

a.  Decrease  in  iUiteracy. 

b.  Increase  in  industry  and  commerce. 

c.  Rapid  growth  of  revolutionary  sociaUsm. 

Assignment:     Schapiro,  423-58;  Map  Study  No.  10  to  be  handed  in  today. 

Readings:  H.  W.  Steed,  Hapsburg  Monarchy,  ch.  iii;  Hayes,  II.  367-78,  426- 
35;  Ogg,  Governments,  365-86;  W.  K.  Wallace,  Greater  Italy;  Hazen,  409- 
27;  Turner,  ;  Andrews,  391-435;  Seignobos,  326-73;  518-53. 

Suggestive   Questions: 

1.  Show  in  detail  how  Francis  Joseph  has  used  the  Slav's  of  his  dual 
monarchy  to  forward  the  interests  of  the  Hapsbvu-gs. 

2.  Why  does  the  Jugo-  Slav  question  bear  so  vdtally  upon  the  backgi'ound 
of  the  Great  War?  It  has  been  said  that  the  Magyar  nobility  are  Prussian 
junkers  in  disguise?     Is  it  true? 

3.  What  has  been  at  the  root  of  the  difficulties  in  renewing  the  Ausgleichf 
in  liberalizing  the  franchise  in  Hungary? 


Syllabus  of  Modern  European  History  89 

LESSON  74.     SOME  MINOR  EUROPEAN  STATES  SINCE  1815 

I.   Spain. 

1.  Revolts  from  1816  to  1820;  repressed  by  Due  D'Angoulfime. 

2.  Change  from  monarchy  to  republic  (1820-1875);  Isabella  II. 

3.  Restoration  of  the  Bourbons;  the  Constitution  of  1876. 

4.  Spanish-American  War  (1898). 

5.  Problems  of  modern  Spain. 
IT.   Portugal  since  1807. 

1.  Influence  exerted  by  the  EngUsh. 

2.  The  Charter  of  1826. 

3.  Miguelists  vs.  Republicans. 

4.  Overthrow  of  Manuel;  estabUshment  of  a  republic  (1910). 

5.  Portugal  as  a  colonizer. 

III.  Belgium  since  1815. 

1.  Historj'  when  joined  to  Holland. 

2.  The  Revolution  of  1830;  the  treaties  of  1831  and  1839. 

3.  Straggle  of  Clericals  and  Socialists. 

4.  Rapid  industrial  development;  strength  of  the  Syndicalists. 

5.  Belgium  and  the  Congo  Free  State. 

IV.  Holland  since  1830. 

1.  The  trouble  with  Belgians. 

2.  The  Constitution  of  1848. 

3.  Vast  commerce  and  extensive  colonies. 

4.  Separation  of  grand  duchy  of  Luxemburg  (1890). 
V.   Sweden  since  1814. 

1.  Bernadotte  as  King  of  Sweden. 

2.  Great  growth  of  commerce. 

3.  Grant  of  the  franchise  to  women. 

4.  Social  problems. 
VI.   Norway  since  1815. 

1.  Different  spirit  exists  than  in  Sweden. 

2.  Growth  of  nationalism  and  representative  government. 

3.  Separation  from  Sweden  (1905). 
VII.   Denmark  since  1860. 

1.  Difficulties  over  Schleswig  and  Holstein  (1860-1864). 

2.  The  Constitution  of  1866. 

3.  Growth  dairying,  commerce  and  industry. 
VIII.    Switzerland. 

1.  Traditional  independence;  its  government. 

2.  Comparison  of  the  federal  constitutions  of  1848  and  1874. 

3.  Success  of  the  Initiative  and  Referendum. 
Assignment:     Schapiro,  passim;  Hayes,  II.  378-92,  435-46. 
Readings:     Seignobos,  238-325,  554-77;  Hazen,  515-39;  Draehmann,  The 

Industrial  Development  and  Commercial  Policies  of  Scandanavian  Countries; 
Gjerseth,  History  of  Norwegian  People;  O.  G.  von  Heidenstarn,  Swedish 
Life  in  Town  and  Country;  P.  J.  Blok,  History  of  People  of  Netherlands; 
M.  A.  S.  Hume,  Modern  Spain;  W.  D.  McCrackan,  Rise  of  Swiss  Republic; 
J.  L.  C.  MacDonnell,  Belgium,  her  Kings,  Kingdom  and  People. 
Suggestive    Questions: 

1.  How  can  you  account  for  the  decline  of  Spain  in  the  nineteenth  cen- 
tury? the  rise  of  Belgium? 

2.  What  was  the  general  attitude  in  the  World  War  of  Sweden,  Spain, 
and  HoUand?     How  can  you  explain  the  position  of  each? 

3.  Describe  the  failure  of  Belgium  and  Portugal  as  colonizers  in  the 
20th  century?     What  were  the  fundamental  causes  of  their  lack  of  success? 


90  Indiana  Universitv 

LESSON  75.     RUSSIA  IN  THE  NINETEENTH  CENTURY 

I.   The  Reign  of  Alexander  (1801-1825). 

1.  The  mystical  idealism  of  the  Czar. 

2.  Napoleon  and  Alexander  (1805-1815). 

3.  The  Czar  and  Metternich  (1815-1825). 
II.   The  Reign  of  Nicholas  I  (1825-1855). 

1.  The  "Nicholas"  system. 

2.  Persecution  of  religious  dissenters. 

3.  Harsh  treatment  of  the  Poles. 

4.  Wars  against  Turkey  in  1828  and  1854  (the  Crimean  War). 

III.  The  Liberation  of  the  Serfs. 

1.  Character  of  Alexander  II  (1855-1881). 

2.  Edict  of  Emancipation  (1863). 

a.  General  provisions. 

b.  Effect  immediate  and  remote. 

3.  The  Polish  Revolt  (1863);  harsh  punishment  for  Polish  leaders. 

4.  Minor  poUtieal  and  legal  reforms. 

5.  The  Nihilist  movement:     its  causes,  phases  and  effects. 

IV.  The  Era  of  Repression  (1881-1894). 

1.  Effect  of  the  assassination  of  Alexander  II. 

2.  Character  of  Alexander  III;  his  ad\asers;  Plehve,  Pobedonostsev. 

3.  Activity  of  the  "Third  Section";  Siberian  exile. 

4.  The  Slavophil  movement  and  its  meaning. 

a.  Autocratic  government;  Czarism  and  bureauracy. 

b.  Unity  of  religion,  Greek  Orthodox, 
e.   Common  language,  Great  Russian. 

5.  The  Attempt  to  "Russify"  the  Russian  Empire. 

a.  Persecution  of  the  Poles  on  account  of  language  and  religion. 

b.  Attack  on  the  privileges  of  the  Finns  and  Baltic  provinces. 

c.  Hatred  of  the  Jew;  the  pogroms  and  the  Poles. 

6.  Increase  in  the  importance  of  the  Intelligentsia. 

a.  The  result  of  autocratic  suppression  of  Uberalism. 

b.  Influenced  by  the  Industrial  Revolution. 

V.  The  Causes  of  the  Political  Backwardness  of  Russia. 

1.  Influence  of  its  geographical  position. 

2.  Prevalence  of  agriculture. 

3.  The  position  of  the  Czar. 

4.  Preponderant  power  exercised  by  the  autocracy. 

5.  Close  connection  of  Church  and  State. 


Syllai'-is  of  Modkkn   I^^i'iforEAN  History  91 

VI.    The  Industrial  Revolution  in   Kussia. 

1.  Reasons  for  its  belated  arrival. 

2.  The  work  of  Sergius  Witte. 

3.  Investment  of  French  capital. 

4.  Railroad  building,  iron  manufacturers. 

5.  Economic  future  of  Russia;  its  lioundless  resources. 
Assignment:     Schapiro,  504-45. 

Readings:     Hayes,    II.    452-78;   Seignobos,    578-613;   Hazen,    558-71;   A. 

Rambaud,   History  of  Russia,  II.  chs.  xiii-xv;  Andrews,  II.  436-454;  Holt 

and  Chilton,  187-206;  Ma,yor,  Economic  Hislory  of  Russia,  II.  142-87;  A. 

Kornilov,  Modern  Russian    History,  IT.  249-52;  J.  H.  Rose,  Development 

of  European  Nations,  T.  ch.  ii. 
Suggestive   Questions: 

1.  Why  has  Anti-Semitism  been  so  much  more  pronounced  in  Russia 
and  Poland  than  elsewhere?  To  what  extent  were  the  laws  against  Jews 
enforced? 

2.  What  part  have  the  following  played  in  Russian  history:  Gorki, 
Tolstoi,  Stepniak,  Beiliss,  Kerensky,  Melikov,  Turgeniev,  Dostoiveski, 
Herzen? 

3.  It  has  been  asserted  that  the  serfs  were  no  better  off  after  1863  than 
before.     How  much  truth  is  there  in  this  statement? 


^2  Indiana  University 

LESSON  76.     RUSSIA  IN  REVOLUTION  (190t-1917) 
I.    Russian  Foreign  Affairs  (I8I5-1914), 

1.  Three  attempts  to  eliminate  Turkey  from  Europe. 

2.  Rivalry  with  England  over  Constantinople. 

3.  The  Dreikaiserbund  and  Reinsurance  treaties. 

4.  Franco-Russian  Alliance  (1891-1897). 

5.  Anglo-Russian  pact  of  1907. 

6.  Treaties  with  Japan  1905  and  1909. 

n.   Russia's  Expansion  in  Asia  (1815-1917). 

1.  The  earlier  settlement  of  Siberia. 

2.  Rivah-y  with  England— the  advance  towards  India. 

3.  Exploitation  of  China  and  Alanehuria. 

4.  Difficidties  with  Japan  after  1895. 

5.  Anglo-Japanese  treaty  (1902). 

III.  The  Russo-Japanese  War  (1904-1905). 

1.  Japan's  ultimatum  to  Russia. 

2.  Position  of  the  combatants. 

3.  War  in  Llanchuria — siege  of  Port  Arthur. 

4.  The  battle  of  Mukden  won  by  Japan. 

5.  Russia  suffered  complete  reverses  on  the  sea. 

6.  The  treaty  of  Portsmouth. 

IV.  The  Revolution  of  1905. 

1.  Immediate  causes  of  the  revolt. 

a.  Russo-Japanese  War. 

b.  Organization  of  labor  unions. 

c.  Outbreaks  of  the  peasantry  and  the  acti\aty  of  the  Terrorists. 

2.  Revolutionary  activity. 

a.  "Red  Sunday"  (1905);  general  strikes. 

b.  Nationalistic  uprising;  Finland  gains  legislative  freedom. 

c.  The  general  strike,  October  1905. 

d.  Nicholas  II  issued  the  October  Manifesto. 

3.  Rise  of  political  parties  in  Russia, 
a.  Octobrists. 

c.  Cadets. 

c.  Social  Democrats  and  Social  Revolutionaries. 


Syllabus  of  Modern  European  History  !)3 

V.   The  Struggle  for  a  National  Legislature  (1906-1914). 

1.  Work  of  the  first  Duma  (1906). 

a.  Parties  represented. 

b.  Legislative  reforms  attempted. 

c.  Conflict  between  Czar  and  Duma. 

d.  The  Viborg  Manifesto. 

2.  The  Second  Duma  more  liberal  than  the  first . 

a.  Failure  of  Czar  to  influence  the  elections. 

b.  Change  in  electoral  law. 
Assignment:     Schapiro,  546-69;  Hazen,  577-89. 

Headings:  Hayes,  II.  478-87;  Rose,  Development  of  European  Nations,  II. 
ch.  ix;  Holt  and  Chilton,  341-64;  G.  Alexinski,  Modern  Russia,  97-137, 
244-94;  Wallace,  Russia,  655-72;  689-742;  Turner,  — — . 

Suggestive   Questions: 

1.  How  was  it  possible  in  the  face  of  almost  universal  opposition  for  the 
reactionary  bureauracy  to  remain  in  power  so  long? 

2.  Why  did  England  and  Russia  forget  their  ancient  rivalries  and  sign 
the  pact  of  1907? 

3.  Did  any  one  of  the  four  dumas  display  signs  of  real  political  abiUty 
on  the  part  of  its  members?  Why  were  general  strikes  not  employed  to 
assist  the  duma  against  the  bureauracy? 


94  Indiana  University 

LESSON  77.     THE  NEAR  EASTERN  QUESTION  (1789-1908) 

I.   Why  it  is  so  important. 

1.  Involves  the  control  of  Constantinople  and  the  Mediterranean. 

2.  Concerned  with  an  outlet  in  Europe  for  Russian  Commerce. 

3.  Has  to  do  with  the  nationalistic  aspirations  of  the  Christian  peoples 
in  the  Balkan  area. 

4.  Is  Austria-Hungary's  only  opportunity  for  territorial  expansion. 

5.  Affects  England's  control  of  the  Suez  Canal  and  India. 

6.  The  key  to  European  expansion  in  Asia. 

7.  All  the  Great  Powers  financially  interested  in  Ottoman  Empire  and 
in  perpetuation  of  "balance  of  power". 

II.    Rise  Af  the  Balkan  States  (1789-1878). 

1.  Extent  of  the  Ottoman  Empire  in  Europe  in  1789. 

2.  Racial  elements  in  the  Balkans. 

3.  Difficulties  of  the  Tiu-ks  with  their  Christian  Subjects. 

4.  Montenegro  gains  her  independence  (1799). 

5.  Serbia's  struggle  for  autonomy  (1804-1830). 

a.  Revolts  under  Kara  George  unsuccessful  (1804-1815). 

b.  Obreno\'itch  secured  self-government  wdth  himself  as  prince. 

6.  The  Greek  War  of  Independence  (1821-1829). 

a.  The  causes;  activity  of  Ilbrahim;  Navarino  (1827). 

b.  Russo-Turkish  War  (1828-9). 

7.  Effect  of  the  Crimean  War  upon  the  Balkans. 

a.  Erection  of  buffer  states;  Bessarabia  added  to  Molda^da. 

b.  Molda-^da  and  Wallachia  join  together  to  form  Rumania  (1862). 
III.   The  Russo-Turkish  War  (1877-1878). 

1.  Reasons  for  re-opening  the  near  Eastern  question. 

2.  The  Tiu-ks  readily  defeated  by  Russia. 

3.  Provisions  of  the  treaty  of  San  Stefano  (1878). 

a.  Creation  of  the  large  state  of  Bulgaria. 

b.  Turkey's  existence  in  a  precarious  state. 

4.  Revision  of  administration  of  the  treaty  at  the  Congress  of  Berlin, 
1878. 

a.  Reasons  for  the  interference  of  the  Great  Powers. 

b.  Changes  relative  to  Bulgaria. 

c.  Dual  Monarchy  to  "occupy  and  administer"  Bosnia  and  Herz- 
govina. 


Syllabus  of  Modern  European  History  D5 

IV.   Growth  of  the  Balkan  States  (1878-1908). 

1.  Greece  since  the  Congress  of  Berlin. 

a.  Change  of  kings;  gains  Ionian  islands. 

b.  Struggle  with  the  Tui'ks  over  Crete. 

2.  Bulgaria  since  1878. 

a.  East  Rumeha  joined  Bulgaria. 

b.  Defeats  Serbia  in  war. 

3.  Serbia  (1878-1908). 

a.  Increasing  sense  of  nationality  among  Jugo-Slavs. 

b.  Assassination  of  royal  family  (1903). 

c.  Fiume  Resolution  (1903). 

4.  Roumania  since  the  Congress  of  Berlin. 

a.  Grant  of  hberal  government. 

b.  The  Rumanians  under  the  Dual  Monarchy. 

5.  Great  rivalries  among  the  Balkan  States. 
Assignment:     Schapiro,  620-40;  Hayes,  II.  490-525,  passim. 
Readings:     Hazen,  540-55;  Seignobos,  638-70;  Turner,  — ;  Gibbons, 

131-79;  J.  A.  R.  Marriott,  Eastern  Question,  chs.  ^dii-xii;  R.  W.  Seton- 
Watson,  The  Rise  of  Nationality  in  the  Balkans. 
Suggestive   Questions: 

1.  Why  has  Constantinople  been  called  "the  most  significant  city  on 
earth"?  Show  how  it  has  been  of  primary  importance  from  the  time  of 
Marathon  to  the  present. 

2.  Was  the  Crimean  war  wise  or  justifiable?  Was  it  desirable  in  1878 
that  the  stay  of  the  Turk  in  Europe  should  be  prolonged? 

3.  Show  how  the  Czar  and  Francis  Joseph  tried  to  use  the  Balkan  States 
to  further  their  own  ends. 


9G  Indiana  Univkrsitv 

LESSON  78.     BALKAN  DIFFICULTIES 
L   Decline  of  Turkey  (1878-1908). 

1.  Loss  of  her  African  possessions. 

2.  Misrule  of  Abdul  Hamid  II  (1876-1909). 

3.  Growth  of  German  power  in  Turkey  (1883-1908). 

a.  Von  der  Goltz  reorganized  Turkish  army. 

b.  Visits  of  the  Kaiser  to  the  Sultan  in  1889  and  1898. 

c.  The  Bagdad  Bahn — Drang  nach  Ostcnd. 

d.  Von  Bieberstein's  diplomacy. 

II.   The  Young  Turk  Revolution  (1908-1909). 

1.  Rise  of  the  educated  Turks. 

2.  Committee  of  Union  and  Progress  force  the  liberalization  of  the 
government. 

3.  Attitude  of  the  Great  Powers. 

4.  Abdul  Hamid's  counter-revolution  failed. 

III.  The  Annexation  of  Bosnia  and  Herzgovina  (1908). 

1.  Due  to  the  Young  Turk  Revolution. 

2.  Greatest  opposition  by  Serbia  and  Russia. 

3.  War  imminent;  Serbia  gave  way  (March  31,  1909). 

4.  Bulgaria  declared  her  independence;  Ferdinand  becomes  Czar. 

IV.  Growth  of  the  Jugo-Slav  Movement. 

1.  Growing  sense  of  Nationalism. 

2.  Treatment  of  Jugo-Slavs  by  the  Dual  Monarchy. 

3.  The  Fiume  Resolution;  increasing  importance  of  Serbia. 

4.  Anne.xation  of  Bosnia  defeats  the  plans  of  the  Jugo-Slavs. 

5.  Serbia  lost  her  chance  for  seaports  on  Adriatic. 

6.  Growing  restlessness  of  the  Jugo  Slavs  (1909-1914). 
V.   The  First  Balkan  War  (1912-1913). 

1.  The  Libyan  War  Avas  sort  of  a  prelude. 

2.  Venezelos  and  the  formation  of  the  Balkan  League. 

3.  Victories  of  all  the  Balkan  allies. 

4.  Interference  of  the  Powers;  the  Armistice. 

5.  Renewal  of  fighting;  capitulation  of  the  Turks. 

6.  Practical  elimination  of  Turkey  from  Europe. 
VI.   The  Second  Balkan  War. 

1.  Albania  and  the  diA"ision  of  the  spoils. 

2.  Bulgaria's  aiTogance  secretly  supported  by  Austria-Hungary. 

3.  Bulgaria's  attack  on  Serbia. 

4.  Co-operation  of  Serbia,  Greece,  Rumania  and  Turkey. 

5.  Humiliation  of  Bulgaria  by  the  treaty  of  Bucharest  (1913). 

6.  General  feeUng  of  dissatisfaction  in  the  Balkans. 
Assignment:     Schapiro,  640-9;  Hayes,  II.  525-39. 

J?eadings:Holt  and  Chilton,  438-55,  476-503;  Gibbons,  180-350;  Bullard. 
124r-49;  Schmitt,  253-301;  A.  Cheradame,  The  Pan-German  Plot  Unmasked, 
(very  partisan)  1-65;  Marriott,  Eastern  Qvestion,  chs.  xiii-xvii;  Turner, 
;  Hazen,  Fifty  Years,  290-315. 

Suggestive   Questions: 

1.  The  treaty  of  Bucharest  has  been  termed  one  of  the  greatest  of  diplo- 
matic crimes.     Do  you  think  the  statement  is  true? 

2.  How  was  Germany  able  so  rapidly  to  regain  her  power  in  Constantin- 
ople after  the  Revolution  of  1908. 

3.  To  whom  might  the  term  "Bismarck  of  the  Balkans"  he  applied? 


Syllabus  of  Modern  European  History  97 

LESSON   79.     THE    TREND    TOWARDS   DEMOCRACY   IN    GREAT 

BRITAIN  (1865-1906) 

T.   The  New  Era  of  Reform. 

1.  Death  of  Palmerston — retirement  of  Derby  and  Russell. 

2.  Rise  of  Gladstone  and  Disraeli  as  rivals. 

3.  Influence  of  Chartism;  organization  of  labor  unions. 
IT.   The  Reform  Bill  of  1867. 

1.  Conservative  attempts  at  refona;  "fancy  franchises". 

2.  Gladstone  Reform  Bill  of  1866  defeated. 

3.  Great  public  demonstration  in  favor  of  reform. 

4.  Disraeli's  Reform  Bill  of  1867. 

a.  Its  pro\'isions. 

b.  The  "ten  minute  biU". 

e.   Liberal  amendments  and  passage. 
III.   The  Glorious  Ministry  of  Gladstone  (1868-71). 

1.  Legislation  for  the  relief  of  Ireland.     (To  be  treated  later). 

2.  The  Forster  Education  Act. 

a.  Condition  of  education  in  Great  Britain. 

b.  Strength  of  the  Anglican  Church. 

c.  Extent  of  the  reforms. 

3.  The  BaUot  Act  (1872). 

4.  The  .ludicature  Act  (1873). 

0.  Ci^dl  ser\ice  and  army  reforms. 

IV.   Disraeli  as  Prime  Minister  (1871-1880). 

1.  His  character  and  poUeies. 

2.  Emphasized  his  foreign  pohcy  and  colonization. 

3.  Social  and  legal  reforms. 

V.   Further  Political  Reforms  and  Disruption  of  the  Liberals. 

1.  Corrupt  Practices  Act  (1883). 

2.  Parliamentary  reforms  (1889-1885). 

3.  Split  in  Liberal  party  over  Home  Rule  for  Ireland;  Chamberlain 
and  the  Liberal  Unionists. 

4.  The  County  CoimeUs  Act  (1888). 

5.  The  Parish  Councils  Act  (1894). 

6.  Social  legislation. 

\  I.   The  National  Unionist  Party  in  Power  (1895-1905). 

1.  Liberal  Unionists  join  the  Conservatives  (1894). 

2.  The  Education  Bill  of  1902  not  progressive. 

3.  The  Boer  War  (1899-1901). 

a.  Causes. 

b.  Long  drawn  out,  Roberts,  Kitchener,  DeWet  and  Botha. 

c.  Settlement. 

4.  England  ends  period  of  splendid  isolation  — entente  cordiale  (1904). 
Assignment:     Schapiro,  324—46;  Hayes,  II.  277-97,  passim. 
Readings:     Holt   and   Chilton,   229-37;   Cross,   983-99;   W.   Bleloch,    The 

New  South  Africa,  133-236;  G.  Slater,  The  Making  of  Modern  England, 
eh.  xv;  Seignobos,  68-102;  J.  IVIorley,  Gladstone;  Moneypenny  and  Buckle, 
Disraeli;  G.  L.  Dickinson,  A  Modern  Syjnposium. 
Suggestive   Questions: 

1.  What  was  the  cardinal  weakness  in  the  political  policy  of  Gladstone? 
of  Disraeli? 

2.  Compare  Second  and  Third  Reform  Bills  as  to  provisions  and  effects. 

3.  Why  did  Great  Britain  (Lord  Salisbury)  suddenly  end  the  policy  of 
aloofness  from  Continental  diplomacy? 


98  Indiana  University 

LESSON  80.     THE  SUPREMACY  OF  THE  LIBERAL  LABOR  GROUP 

(1906-19L5) 

L   The  Government  of  En<:Iand. 

L  Relative  importance  of  the  king  and  prime  minister. 

2.  Functions  of  Cabinet;  relation  to  House  of  Commons. 

3.  Powers  of  House  of  Commons;  frequency  of  elections. 

4.  Composition  and  position  of  the  House  of  Lords. 

II.   The  Advance  Towards  Political  Democracy  (1906-1910). 

1.  The  Liberal  group  of  statesmen. 

2.  Reactionary  tendencies  of  the  peers. 

3.  The  Lloyd  George  Budget  of  1909. 

a.  The  land  problem  in  England. 

b.  Provisions  of  the  budget. 

e.   Defeated  by  the  House  of  Lords. 

d.  Attitude  of  the  people  and  the  Cabinet. 

4.  The  Election  of  January,  1910. 

a.  Vote  was  definitely  upon  the  Budget. 

b.  Indeeisiveness  of  the  result. 

III.  The  Parliament  Act  of  1911. 

1.  Passage  of  the  Budget  through  threat  of  George  V. 

2.  Opposition  to  the  peers — "end  or  mend  them". 

3.  The  Election  of  December,  1910 

a.  Issue  "the  Peers  vs.  the  People". 

b.  Result  of  polling  similar  to  that  of  Januarj^  1910. 

4.  Provisions  of  the  Act. 

a.  Brought  about  by  Liberal-Labor-Irish  NationaUstic  group. 

b.  Abolition  of  the  veto  of  the  House  of  Lords. 

c.  Parliaments  to  last  five  years. 

5.  Payment  of  Members  of  the  House  of  Commons. 

a.  The  Osborne  decision  (1909). 

b.  Salary  to  be  £400  per  year. 

IV.  Social  and  Economic  Legislation  (1906-1914). 

1.  Important  social  legislation  (1867-1906). 

2.  Workmen's  Compensation  and  Trade  Disputes  Acts  (1906). 

3.  The  Small  Holdings  Act  (1907). 

4.  Old  Age  Pension  Act  (1908). 

5.  The  Trade  Boards  and  Labor  Exchanges  Acts  (1909). 

6.  The  National  Insurance  Act  (1911). 

7.  Minimum  Wage  established  for  miners  (1911). 

8.  Disestabhshment    of  Welsh  Church  and  Home  Rule  for  Ireland 
(1912-14). 


J 


Syllabus  of  Modern  European  History  09 

V.   Economic  and  Social  Progress  Since  1865. 

1.  Increase  in  commerce  and  industry. 

2.  Growth  of  the  strength  of  labor  unions;  syndicalism  (1911-1913). 

3.  Socialism  ne^^er  very  strong  in  England. 
VI.    Representation  of  the  Peoples  Act  (1918). 

Assignment:     Sehapiro,  346-81. 

Readings:     Hayes,  II.  307-19;  G.  R.  Porter.  Progress  of  the   Nation,  chs. 

xxv-.xxvii;    Orth,    207-49;    Slater,    Making   of   Modern  England,   239-69; 

Schmitt,  12-34,  173-218;  Cross,  1071-89;  Hazen  475-85;  C.  H.  Hayes, 

British  Social  Politics;  P.  Alden,  Democratic  England. 
Suggestive    Questions: 

1    What  were  the  important  policies  which  the  Liberals  were  pledged  to 
carry  through  in  1906?     Why  were  they  unable  to  keep  their  promise? 

2.  The  Representation  of  the  People  Act  of  1918  has  been  termed  "the 
Greatest  Reform  Act".     Why? 

3.  What  were  the  Sankey  and  Whitley  reports?  '      To  what  e.xtent  has 
the  system  they  advocated  been  successful  in  practice? 


100  Indiana  University  '  ' 

LESSON  81.     IRELAND  IX  THE  NINETEENTH  CENTURY 
I.   Ireland  before  1815. 

1.  The  Irish  iu  the  eighteenth  century. 

2.  Legislative  independence  of  Ireland  (1783-1800). 

3.  The  Act  of  Union  (1800). 

a.  Rebellion  of  1798. 

b.  How  the  Union  was  brought  about. 

4.  The  work  of  Daniel  O'Connell  (1825-1847). 

5.  The  Irish  Famine  (1846-1848). 
II.   The  Land  Problem  in  Ireland. 

1.  Lack  of  tenant  rights;  Ulster  rights. 

2.  Desire  for  the  3  F's. 

3.  Gladstone's  reforms  in  1870. 

4.  Parnell  and  the  Land  League. 

5.  Second  Irish  Land  Act  (1881). 

6.  General  Land  Purchase  Act  (1891). 

7.  Supplementary  Acts  of  1896,  1898,  1903  and  1909. 

I II.  Religious  Difficulties. 

1.  Protestant  Anglo-Saxon  vs.  Cathohc  Celt. 

2.  Influence  of  the  Catholic  Clergy. 

3.  Catholic  Emancipation  Act  (1829). 

4.  Young  Ireland  and  the  Fenians. 

5.  Disestablishment  of  the  Irish  Church,  (1869). 

6.  Education  and  the  Catholic  Church. 

IV.  The  Struggle  for  Home  Rule  (1870-1918). 

1.  The  efforts  of  Gladstone  (1869-82). 

a.  Provides  higher  education  for  Catholics. 

b.  Kilmainham  Treaty  1882. 

c.  Phoenix  Park  Murders. 

2.  The  First  Home  Rule  Bill  (1886),  defeated  by  the  Liberal  Unionists. 

3.  Second  Home  Rule  Bill  defeated  by  House  of  Lords  (1893). 

4.  Third  Home  Rule  Bill  passed  1912. 

a.  The  opposition  of  Ulster. 

b.  The  treason  of  Carson  (1914). 

5.  The  Sinn  Fein  RebeUion  (1916). 

6.  The  Irish  Convention  (1917). 

7.  Secession  of  Sinn  Feiners  from  Parliament. 
V.   Economie  Conditions  (1870-1918). 

1.  Irish  paid  too  great  prices  to  become  landowners. 

2.  The  work  of  Sir  Horace  Plunkett. 

3.  Growing  industrialism  of  Ulster. 

4.  Increasing  pro.sperity  in  the  south  of  Ireland. 
Assignment:     Schapu-o,  382-98;  Hayes,  II.  319-26. 

Readings:  Hazen,  Europe  Since  1815,  467-517;  P.  Bnhois,  Contemn poiar,/ 
Ireland,  151-217;  E.  Childers,  Frameicork  of  Home  Rule;  F.  Hackett. 
Ireland;  G.  Slater,  Making  of  Modern  England,  eh.  xix;  J.  B.  Woodburn, 
The  Ulster  Scot;  Turner,  Ireland;  La  veil  and  Payne,  Imperial  England. 
ch.  xiii. 

Suggestive   Questions: 

1.  How  do  you  account  for  the  bitterness  with  which  the  Irish  hate  the 
memory  of  Cromwell  and  William  III? 

2.  Is  it  true  that  the  land  problem  has  been  settled  far  more  satisfactorily 
in   Ireland  than  in  England? 

3.  What  is  your  solution  of  the  Irish  question? 


Syllabus  of  Moderjc  Euuov'lav 'Histoi^y  101 

LESSON  82.     IMPERIALISM 

I.   The  Old  Colonial  System. 

1.  Causes  of  its  development. 

2.  Its  tendency  towards  monopoly. 

3.  The  operation  of  the  mercantilist  theory. 

4.  Achievements  before  1815. 

5.  Influence  of  the  laissez  faire  doctrine — Neo-mereantilism. 
1 1.   The  New  Imperialism. 

1.  The  influence  of  the  French  Revolution. 

2.  Nationalism  and  land  hunger. 

3.  Emphasis  upon  commercial  interests. 
III.   Motives  for  the  New  Imperialism. 

1.  Economic  Motives. 

a.  Source  of  raw  materials. 

b.  Market  for  surplus  manufactures. 

c.  Coaling  stations  and  trading  centers. 

d.  Opportunity  to  exploit  undeveloped  resources  of  the  area. 

e.  Difficulties  over  private  investments. 

2.  Pohtical  and  patriotic  motives. 

a.  Spread  the  blessings  of  civilization  among  the  natives. 

b.  Homes  for  surplus  population. 

c.  Increase  prestige  of  mother  country. 

3.  Religious  motives. 

a.  Roman  Cathohc  missionary  activity. 

b.  Protestant  missions. 

c.  IMissions  and  imperialism. 

d.  Extent  to  which  missionaries  Christianize  the  natives. 

4.  Fallacies  in  many  of  these  arguments. 
IV.   How  Imperialism  Operates. 

1.  Usually  begun  on  small  scale,  as  a  single  seaport. 

2.  Difficulty  of  withdrawal;  the  loss  of  national  prestige. 

3.  Growing  national  self-consciousness  of  the  native. 

4.  Necessity  of  increasing  the  system  of  administration. 

a.  The  drain  on  the  Mother  Country'. 

b.  Tendencies  toward  militarism. 

5.  Temptation  to  exploit  the  native. 

a.  Vast  undeveloped  resources. 

b.  Ignorant  native. 

c.  Unscrupulous  trader  protected  by  his  flag. 
V.   The  Alternative  to  National  Imperialism. 

1.  Shall  the  Great  Powers  cease  to  colonize?  result? 

2.  Will  they  colonize  if  not  allowed  to  make  profits? 

3.  Proposed  mandataries;  will  they  work  in  the  backward  areas? 
Assignment:     Schapiro,  650-57;  Hayes,  II,  547-60. 

Readings:  Hobson,  1-99,  119-61;  N.  D.  Harris,  Intervention  and  Colon- 
ization in  Africa,  1-16;  Holt  and  Chilton.  317-28;  Lavell  and  Payne,  ch. 
xv;  R.  Muir,  Expansion  of  Europe. 

Suggestive   Questions: 

1.  Show  that  the  better  the  Mother  Country  treats  its  colonists  the  earlier 
and  more  certain  they  are  to  revolt. 

2.  To  what  degree  have  national  rather  than  private  interests  predom- 
inated in  twentieth  centm-y  imperialism? 

3.  Since  the  only  remaining  spheres  in  which  imperialism  can  operate  are 
backward,  unhealthful  sections,  explain  the  difficulties  in  the  administration 
of  benevolent  imperialism. 


1<>-  .    ll^DIANA    ITXIVKRSITY' 

LESSON  83.     THE  URITISH  EMPIRE 
I.    Self-Governing  Colonies. 

1.  Canada  and  Newfoundland. 

a.  The  Act  of  1791. 

b.  Papineau's  rebellion. 

c.  Lord  Durham's  Report  (1839). 

d.  Canada  Act  of  1840. 

e.  British  North  America  Act  (1867). 

f.  . Newfoundland  not  a  member  of  the  "Dominion". 

2.  South  Africa. 

a.  Settled  bj'  Dutch  and  Hu^enots. 

b.  The  "Great  Trek"  (1836-1840). 

c.  English  defeated  at  Majuba  Hill  (1881). 

d.  The  discovery  of  gold  (1885);  the  Uitlanders. 

e.  Confhet  between  Uitlander  and  Boer. 

f.  ResponsibiUty  of  Rhodes  and  Chamberlain. 

g.  Jameson's  Raid  and  Boer  War  (1895-1902). 
h.  The  grant  of  responsible  government. 

3.  Australia  and  New  Zealand. 

a.  EstabHshment  of  Botany  Bay  (1788). 

b.  Development  of  sheep  raising. 

c.  Discovery  of  gold  (1851). 

d.  The  Australian  Union  (1900). 

e.  Extensive  social  reforms. 

f.  New  Zealand. 

1.  Granted  local  autonomy. 

2.  Organized  as  a  "dominion"  (1907). 

3    Experiments  in  political  and  social  democracy. 
II.    Crown  Colonies  have  some  popular  control. 

1.  Ceylon. 

2.  Guiana. 

3.  Jamaica,  etc. 
III.   India. 

1.  Napoleon  I's  intrigues  in  India. 

2.  Extension  of  the  Indian  frontier  (1815-1857). 

3.  The  Sepoy  mutiny;  reorganization  of  the  Indian  government  (1857). 

4.  Queen  becomes  Empress  of  India  (1878). 

5.  Recent  steps  to  grant  semi-responsible  government. 


Syllabus  of  Modern  Eukoi'ean  History  103 

IV.   Egypt. 

1.  Purchase  of  the  shares  of  Suez  Canal  stock  (1875). 

2.  EstabHshment  of  "condominium"  by  France  and  England. 

3.  Khartoum,  Fashoda  and  Omdurman  (1882-1898). 

4.  Protectorate  of  England  becomes  more  definite  (1914). 
V.    Scattered  Possessions  of  Great  Britain. 

~         1.  Hong  Kong. 

2.  Gibraltar. 

3.  Minorca,  etc. 

VI.    Growtli  of  the  Idea  of  Imperial  Federation. 
Assignment:     Sohapiro,  399-423;  Hayes,  II.  640-72,  passim. 
Readings:     Lyall,  British  Doinmion  in  India,  .300-25,  349-81;  Bleloch,  New 

South  Africa,  285-341;  Theal,  South  Africa,  31.3-90,  41.5-29;  Rose,  Develop- 

inent  of  European   Nations,  44-227.;  Lavell  and  Payne,  chs.  vii-xii;  H.  A. 

Gibbons,  New  Map  of  Asia,  chs.  i-iv. 
Suggestive    Questions: 

1.  Why  have  the  English  found  it  so  difficult  to  satisfy  the  demands  of 
the  Hindoos? 

2.  Account  for  the  speed  with  which  the  Boers  were  granted  self-gov- 
ernment after  the  close  of  the  Boer  War. 

3.  What  were  the  fundamental  ideas  in  Lord   Durham's  Report  that 
have  made  it  the  basis  for  the  study  of  colonial  government? 


104  Indiana  University 

LESSON  84.     EUROPEAN  EXPANSION  IN  ASIA 

I.   Early  Colonization  in  the  Orient. 

1.  India  and  Ceylon. 

2.  East  Indies  and  Philippines. 

3.  Russia's  advance  into  Siberia. 
It.   The  Opening  up  of  China. 

1.  China  before  1840. 

2.  The  Opium  Wars — England  and  France  in  China  (1867-1894). 

3.  Encroachments  upon  the  borders  of  the  Empire. 

4.  The  War  with  Japan;  interference  of  the  Great  Powers. 
5."  European  exploitation  of  China  (1895-1900). 

6.  The  Boxer  Rebellion  and  the  "Open  Door"  policy. 

III.  Rise  of  Japan  as  a  World  Power. 

1.  Japanese  treatment  of  Europeans  before  1850. 

2.  Commodore  Perry's  visit  (1853). 

3.  The  Revolution  of   1868. 

4.  Europeanization  of  Japan  (1867-1904). 

a.  The  government  of  Japan. 

b.  The  industrial  revolution. 

e.   Growth  of  Japanese  militarism  and  imperialism. 

5.  The  War  with  China  (1894-5);  treaty  with  England  (1902). 

6.  The  Russo-Japanese  War  (1904-1905). 

a.  Showed  wonderful  progress  of  Japan. 

b.  Decisive  defeat  of  Russia. 

c.  General  effects  on  Japan,  Russia  and  China. 

7.  Continuation  of  the  exploitation  of  China. 

IV.  Russian  Expansion. 

1.  Occupation  of  Siberia  and  Manchuria. 

2.  Advance  into  Turkestan  and  region  of  the  Caspian  Sea. 

3.  Anglo-Russian  rivalry  in  Persia;  the  pact  of  1907. 
V.   Other  Advances  in  Asia  (outside  of  India). 

1.  German  influence  in  Asia  Minor  and  Mesopotariiia. 

2.  English  entry  into  Tliibet. 

3.  England  and  France  in  Farther  India. 

Assignment:     Schapiro,  657-75;  Map  Study  No.  11a. 

Readings:  Hobson,  305-36;  A.  R.  Colquhoun,  China  in.  Transformation, 
58-108,  141-227;  S.  K.  Hornbeck,  Contejnporary  Politics  iii  Far  East; 
Rose,  Development  of  European  Nations,  44-298;  Hayes,  II.  560-96;  Gib- 
bons, Asia,  chs.  xvi-xxi. 

Suggestive   Questions: 

1.  Compare  the  Japanese  and  Chinese  as  to  character,  political  ideas  and 

capability  of  improvement. 

fafc«  2.  To  what  degree  have  the  Chinese  and  Japanese  accepted  Christianity? 

PK'  3.  What  was  the  political  situation  in  1914  as  to  Manchuria?  Thibet? 

China? 


Syllabus  op  Modern  European  Hlstory  105 

LESSON  85.     THE  PARTITION  OF  AFRICA. 

I.    Why  the  Partition  of  Africa  is  so  Important. 

1.  Vast  area  and  abundant  resources. 

2.  Climate  and  ei-\alization  of  the  natives. 

3.  Last  great  area  undeveloped  by  Europeans. 

4.  The  rush  for  "Darkest  Africa". 

5.  Establishment  of  "spheres  of  influence",   condominiums,   conven- 
tions. 

IT.    The  Portugese  in  Africa. 

1.  Early  exploiations  and  settlements. 

2.  Areas  held  by  Portugal:     Delagao  Bay. 

3.  Unprogressiveness  of  their  rule. 

4.  Jealousy  of  Germany  and  Great  Britain. 
ITT.    Belgium  Possessions  in  Africa;  the  Congo. 

1.  Astuteness  of  King  Leopold. 

2.  Internationalization  of  the  Congo. 

3.  Immense  resources  of  the  Congo  region. 

4.  Reports  of  ISIorel  and  Roger  Casement. 

.5.  Death  of  Leopold;  reform  in  administration. 
IV.    German  Colonization  in  Africa. 

1.  Practically  only  region  open  to  the  German  Empire. 

2.  Lack  of  intei-est  in  colonization  bj^  Bismarck. 

3.  Work  of  German  explorers. 

4.  William  II  favors  colonization. 

5.  German  settlements  in  Africa. 

6.  Anglo-German    agreement     (1890);    Franco-German    Convention 
(1911). 

V.   Italian  Efforts  in  Africa. 

1.  Designs  on  Tunis. 

2.  Eritrea  and  the  Abyssinean  fiasco. 

3.  The  gaining  of  Tripoli  and  Cyrenaiea. 
VI.  French  Colonies  in  Africa. 

1.  Early  French  efforts;  JSIadagascar. 

2.  The  conquest  of  Algiers. 

3.  Anne.xation  of  Tunis  (1881) ;  significance. 

4.  Anglo-French  rivalry  in  Egypt  and  the  Sudan  (1882-1904). 

5.  Franco-German  struggle  in  Morocco  (1904-1912). 


lOG 


Indiana  University 


VII.    Great  Britain  in  Africa. 

1.  The  English  on  the  Guinea  Coast. 

2.  The  explorations  of  Livingstone  and  Stanley. 

3.  Extension  of  power  over  Egypt. 

4.  Anglo-French  rivalry  in  Morocco  (1898-1904). 

5.  Colonization  in  South  Africa. 

a.  Conquest  of  Cape  Colony. 

b.  The  Great  Trek  (1836-1840). 

c.  The  Boer  War  (1899-1902). 

Assignment:     Schapiro,  675-83;  Hayes,  II.  614-37;  finish  Map  Study  No. 

11. 
Readings:     Hobson,  235-304;  M.  D.  Harris,  Inlervention  and  Colonization 

in  Africa,  20-162;  Gibbons,  Africa,  1-354;  H.  Johnston,  Colonization  in 

Africa;  Theal,  South  Africa  (ed.   1912). 
Suggestive   Questions: 

1.  Show  instances  of  the  evils  of  imperialism   in   English,   Portugese, 
German  and  Belgian  colonies  in  Africa. 

2.  What  difficulties  have  been  encountered  in  dealing  with  the  following 
natives:     Hottentots,  Berber,  dervishes,  Zulus,  Ashanteans,  Mahdists? 

3.  Of   what   historical   importance   are    the   following:     Delagao    Bay, 
Agadir,  Zanzibar,  Walflsch  Bay,  Port  Said? 


Syllabus  of  Moderx  European  History  107 

LESSON  86.     FORMATIOiN  OF  THE  TRIPLE  ALLL4NCE 

I.   Economic  Tendencies  of  the  Era  (1871-1914). 

1.  Great  increase  in  manufacturers. 

2.  Rapid  growth  of  commerce. 

3.  Increased  desire  for  colonies. 

4.  Demands  for  merchant  marine  and  navy. 

5.  Influences  of  international  trade. 

6.  Opportunities  for  friction  between  nations. 
II.   Political  Tendencies  (1871-1914), 

1.  Uphold  the  policy  of  the  "balance  of  power". 

2.  Supernationahsm  and  Mihtarism. 

a.  National  imperialism — Great  Britain. 

b.  Pan-Slavism,  Pan-Islamism  and  Pan-Tiu-anianism. 

c.  Kultur  and  Pan-Germanism. 

3.  "Arenas  of  friction". 

a.  The  Balkans  and  Mesopotamia. 

b.  The  Far  East. 

c.  Morocco. 

d.  Ireland,  Poland,  Alsace-Lorraine. 

4.  Internationalistic  tendencies. 

a.  The  Concert  of  Em-ope;  action  of  the  Great  Powers. 

b.  Growth  of  arbitration  and  general  arbitration  policies, 
c     The  Hague  Conferences  of  1899  and  1907. 

d.  Development  of  pacifism  as  a  creed. 

e.  Socialism  is  international  in  its  aim. 

f .  ClericaUsm  emphasizes  brotherhood  of  man. 

III.  European  Diplomacy  at  the  Close  of  the  Franco-Prussian  War. 

1.  France  and  Germany  both  diplomatically  isolated. 

2.  The  League  of  the  three  Kaisers  (Dreikaiserbund) . 

3.  The  French  war  scare  (1875). 

4.  Friendliness  of  Germany  and  Great  Britain  (1871-1880). 

IV.  The  Formation  of  the  Dual  Alliance  (1879). 

1.  The  Congress  of  Berlin  (1878). 

a.  Bismarck  supported  Austria-Hungary. 

b.  Dual  ^Monarchy  "to  occupy  and  administer  Bosnia  and  Herz- 
govina". 

c.  Russia  threatened  Austria-Hungary  Avith  war. 

2.  The  negotiation  of  the  Dual  Alliance  (1879). 

a.  Pro\aded  for  an  offensive- defensive  alliance. 

b.  Critical  position  of  France  and  Russia. 


108  Indiana  University 

V.   The  Triple  Alliance  Formed  (1882). 

1.  Italian  and  French  rivalry  for  Tunis. 

2.  Annexation  of  Tunis  by  France  (1881). 

3.  Italy  joined  Dual  Alliance  (1882). 

4.  General  provisions. 

5.  Diplomatic  isolation  of  France  and  Russia  accentuated. 
Assignment:     Schapiro,  684-86;  Hayes,  II.  679-97. 

Readings:     Turner,  ;  Schmitt,  116-218;  Bullard,  3-53;  Holt  and 

Chilton,  207-79;  Robertson,  Bismarck,  339-74,  408-7;  C.  Seymour, 
Diplomatic  Background  of  the  War,  38-60;  A.  Tardieu,  France  andth  e Alli- 
ances,  1-34. 

Suggestive   Questions: 

1.  What  do  you  understand  by  Pan-Germanism?     In  what  ways,  if  any, 
does  it  differ  from  British  Imperialism  or  Pan  Slavism? 

2.  To  what  extent  do  you  think  that  the  commerce  of  the  present  day 
tends  twards  internationalism?  supernationalism? 

3.  SociaUsm  and  Clericalism  are  both  international  in  their  scope  and 
purpose.     Why  then  are  they  so  bitterly  opposed  to  each  other? 


Syllabus  of  Modeun  European  History  lUtJ 

LESSON  87.     THE  FORMATION  OF  THE  ENTENTE  CORDIALE 

I.   Anglo-German  Relations  (1880-1R98). 

1.  Bismarck  and  Great  Britain. 

2.  Williana  II  and  Queen  Victoria. 

3.  Germany  becomes  interested  in  the  Balkans. 

4.  The  Kaiser's  plans  for  a  navy. 

5.  Effect  of  the  Boer  War. 

II.    Relations  of  Germany  and  Russia  (1880-1890). 

1.  The  Dreikaiserbund  renewed  (1884). 

2.  The  Reinsurance  (Ruckversicherungsvertrag)  Treaty  (1885). 

3.  Friction  between  France  and  Germany;  Russia's  attitude. 

4.  William  II  refused  to  renew  the  Reinsurance  Compact. 

III.  The  Alliance  between  France  and  Russia  (1891-1897). 

1.  Weakness  of  French  diplomacy  (1879-1887). 

2.  Russia  supported  France  in  1875  and  1887. 

3.  Influence  of  Kaiser's  refusal  to  renew  Reinsurance  Treaty  (1888); 

4.  Franco-Russian  understanding  (1891-1892). 

5.  Definitive  treaty  (1894). 

6.  Exchange  of  visits  between  the  Czar  and  President  Poincare. 

IV.  The  Entente  Cordiale  (1904). 

1    England's  period  of  "splendid  isolation". 

2.  Abruptly  ended  in  1898-1900. 

a.  The  Fashoda  affair  with  France. 

b.  The  Boer  War. 

c.  Elaborate  plans  for  a  German  Navy. 

d.  Death  of  Queen  Victoria. 

3.  General  arbiti'ation  with  France  (1903). 
^4.  The  Entente  Cordiale  {1904). 

a.  France  and  England  to  remain  neutral  in  the  Russo-Japanese 

War. 
h.  Status  of  Morocco  and  Egypt  decided  upon. 

e.  Apparently  a  defensive  alliance. 
V.   The  Tangier  Incident  (1905). 

1.  Really  a  test  of  the  £'n/e«Ye  Co/Y/w;?e. 

2.  Time  seemed  propitious. 

a.  French  army  seemed  weak. 

b.  Russia  had  lost  prestige  through  war  with  Japan. 

c.  England  in  tliroes  of  a  general  election. 

3.  The  Algeciras  Conference  (1906). 

a.  Germany  supported  only  by  Auslrin  Hungary  vnd  Moi'oceo. 

b.  Italy  voted  against  her  allies. 


» 
I 


110  Indiana  University 

VI.   Anglo-Russian  Pact  (1907). 

1.  Rivalry  between  Russia  and  England  as  to  Near  East. 

2.  The  "Open  Door"  policy  in  China. 

3.  Anglo- Japanese  treaty  (1902). 

4.  Influence  of  the  Russo-Japanese  War  (1904-1905). 

5.  The  treaty  of  1907. 

a.  Persia  divided  into  three  spheres  of  influence. 

b.  Thibet  and  Afghanistan. 
Assignment:     686-701;  Hayes,  II.  697-705. 

Readings:     1-70;   Schmitt,    219-301;    Turner,   ;   Bullard,    53-83; 

Holt  and  Chilton,  281-316,  365-87;  Seymour,  Di-plomatic  Background, 
140-76;  Tardieu,  France  and  the  Alliances,  3&-80,  170-209;  Gibbons,  Asia, 

Suggestive   Questions: 

1.  Why  was  the  United  States  a  party  to  the  Algeciras  Conference?     Why 
did  Italy  vote  with  the  Entente? 

2.  Why  did  the  Kaiser  turn  away  from  Russia?    How  did  this  better 
the  diplomatic  position  of  France? 

3.  Describe  in  detail  how  the  Entente  Cordiale  was  formed.     Who  was 
most  responsible  for  the  negotiations? 


Syllabus  of  Modern  European  History  111 

LP:SS0N  88.     TRIALS  OF  STRENGTH  BETWEEN  THE  ALLIANCES 

(1908-1911) 
I.   The  General  European  Crisis  of  1908. 

1.  The  Young  Turk  Revolution. 

a.  Upset  the  influence  of  Germany  in  Constantinople. 

b.  Strengthened  power  of  the  Entente  and  Balkan  States. 

2.  Austria-Hungary  annexes  Bosnia  and  Herzegovina. 

a.  Was  done  to  enhance  prestige  of  Triple  Alliance. 

b.  Definite  challenge  to  the  Jugo-Slavs  and  Russia. 

c.  Threats  of  Serbia  and  the  Dual  Monarchy. 

d.  Russia  forced  Serbia  to  yield. 
II.   The  Crisis  over  INIoroeco  (1911). 

1.  The  Casablanca  affair  (1908). 

2.  The  Berlin  Convention  between  Germany  and  France  (1909). 

3.  Outbreak  of  disorder  at  Fez;  French  send  troops. 

4.  William  II  sent  the  Panther  to  Agadir. 

5.  Imminence  of  War  during  summer  of  1911. 

6.  Collapse  of  German  credit;  Franco-German  Convention  (1911). 

7.  Effect  upon  the  two  alliances. 

III.  Extension  of  the  Power  of  the  Entente  (1902-1910). 

1.  Franco-Itahan  agreements  (1898,  1900,  1902,  1903). 

2.  Anglo-Japanese  treaty  (1902). 

3.  Franco-Spanish  rapprochement  (1904). 

4.  Russo-Japanese  agreement  (1910). 

5.  Willingness  of  Great  Britain  to  be  friendly  with  Germany. 

a.  Naval  hohday. 

b.  General  desire  for  arbitration. 

c.  Treaties  pending  as  to  Bagdad  Railway  and  Portugese  Colonies. 

IV.  Libyan  (or  Tripolitan)  War  (1911-1912). 

1.  Agadir  affair  acted  as  its  prelude. 

2.  Hostility  of  her  allies  to  Italy's  attack  on  Turkey. 

3.  Great  Powers  force  Italy  to  restrict  area  of  operations  to  Africa. 

4.  Gains  of  Italy  weakened  power  of  Triple  Alliance  in  Turkey. 
V.   The  First  and  Second  Balkan  Wars  (1912-1913). 

1.  Actually  began  before  Libyan  War  was  finished. 
3.  Great  Powers  tried  to  prevent  this  war. 

3.  The  Balkan  League  wins  at  every  point. 

4.  Conference  of  Ambassadors  reaUy  determine  terms  of  peace. 

5.  Creation  of  Albania;  quarrel  with  Bulgaria  and  Serbia. 

6.  Second  Balkan  War. 

a.  Bulgaria  attacked  Serbia. 

b.  Serbia  joined  by  Greece,  Roumania  and  Turkey. 
Assignment:     Schapiro,  700-8;  Hayes,  II.  705-19. 

Readings:     Turner, ;  Schmitt,  301-434;  BuUard,  83-162;  Gibbons, 

57-399;  Holt  and  Chilton,  438-538;  Gibbons,  Africa,  355-90;  Cheradame, 
Pan^erman  Plot  Unmasked,  108-57;  Seymour,  Diplomatic  Background, 
182-93;  C.  J.  H.  Hayes,  fine/  History  of  the  Great  War,  ch.  1. 

Suggestive   Questions: 

1.  Why  was  iliQ  Entente  able  to  strengthen  its  alliance  between  1904  and 
1914,  while  the  Triple  Alliance  could  not? 

2.  Was  Germany's  attitude  as  to  Morocco  inconsistent?     Was  Italy  true 
to  the  terms  of  her  alliance? 

3.  Why   did   England    support   France   in    1911,   when   she   practically 
refused  to  support  Russia  and  Serbia  in  1908-1909? 


1L2  Indiana  University 

LESSON    89.     TIIK    BEGINNINGS    OF    THE    (;REAT    WAR,    JULY, 

191 1— -MAY,   1915 

1.    Preparations  of  the  Central  Powers  for  War  before  June,  1914. 

1.  Secret  report  on  strcngtliening  the  German  army  (19  March,  1913). 

2.  Austria  proposed  to  Italy  a  joint  attack  on  Serbia  (9  August,  1913). 

3.  Chau\inism  of  Kaiser  in  iuter\iew  \\ath  King  of  Belgium  (Nov. 
1913). 

4.  Rapid  growth  of  militaristic  spirit  among  German  leaders. 

5.  German  military  preparations  (1911-1914). 

a.  Increases  in  size  and  equipment  of  the  army. 

b.  Latest  enlargement  of  Kiel  Canal  finished  early  in  1914. 

e.   Construction  of  strategic  railways  on  eastern  and  western  fronts. 

d.  Financial  and  economic  preparations. 

e.  Plans  to  stir  iip  revolts  in  Ireland  and  various  British  colonies. 

f.  Schemes  to  undermine  Russia's  strength  bj'  fostering  radical 
socialism  among  the  people. 

g.  Recall  of  reser\-ists;  general  mobihzations  in  Western  Germany. 
II.    Immediate  Causes  of  the  War. 

1.  Assassination  of  Francis  Ferdinand  (June  28,  1914). 

2.  Austrian  ultimatum  to  Serbia  (July  23,  1914). 

a.  Its  provisions. 

b.  The  implications. 

c.  Attitude  of  St.  Petersburg  and  BerUn. 

d.  Endeavors  of  Sir  Edward  Grey  for  peace. 

3.  The  question  of  mobihzation. 

a.  Serbian  and  Austro-Hungarian  mobilization  (July  31 — Aug.  1), 

b.  Russia  mobilizes  and  Germany  declares  war  (Aug.  1,  1914). 

4.  German  invasion  of  Belgium  and  France. 

a.  The  violation  of  Belgium's  neutrahty. 

b.  Excuse  of  Bethman-Hollweg;  later  "explanations". 

c.  German  declaration  of  war  on  France  (August  5,  1914). 

III.  Reasons  Why  Great  Britain  entered  the  War. 

1.  Germany  probably  expected  her  to  remain  neutral. 

2.  Sir  Edward  Grey's  ambiguous  attitude. 

3.  Germany  refiised  to  guarantee  Belgium's  neutrality. 

4.  Great  Britain  fears  probable  result  of  German  invasion  of  Belgium 
and  France. 

IV.  Italy  enters  the  War  (May,  1915). 

1.  Italy  remains  neutral  in  1914. 

2.  Influence  of  the  Papacy,  von  Bulow  and  Giolitti. 

3.  First  year  of  war  indecisive. 

4.  Reasons  for  Italy's  entering  the  Avar. 
Assignment:     Schapiro,  709-39;  begin  Map  Study  No.  12. 

Readings:     Hazen,     608-18;     Cheradame,     157-212;     Gibbons,     399-412; 

Turner,  ;  Schmitt,  434-98;  Holt  and  Chilton,  539-80;  Hazen, 

Fijhj  Years,  316-414;  Lichnowsky,  Memoranda;  E.  J.  Dillon,  England  and 
Germany,  99-107;  Hayes,  Brief  Hist.,  chs.  ii-v;  A.  F.  Pollard,  Short  Hist. 
of  the  Great  War,  chs.  i-Aai. 

Suggestive   Questions: 

1.  What  do  you  know  of  the  Potsdam  Conference?     Muehlon's  Diary? 
The  Pact  of  Konopsicht?     A  scrap  of  paper? 

2.  To  what  extent  were  the  causes  of  the  war  economic?  to  what  extent 
political?  to  what  extent  moral? 

3.  How  well  was  Germany  prepared  for  war?  England?  France?  Belgium? 
Russia?  Austria-Hungary? 


Syllabus  of  Modern  European  History  11  r*. 

LESSON  90.     AMERICA  AND  THE  WORLD  WAR 
I.   Leading  Events  in  the  World   War  (August  1914— April    19L5). 

1.  German  offensive  in  West  breaks  down  at  the  Marne. 

2.  German    offensive  to  the  North. 

a.  Capture  of  Antwerp. 

b.  Battles  around  Ypres. 

3.  Campaign  against  Russia  brings  alternative  victories  and  defeats. 

4.  War  in  the  Near,  ISIiddle  and  Far  East. 

a.  Turkish  campaign  against  Russia. 

b.  Russian  invasion  of  Asiatic  Turkey 

c.  British  invade  Mesopotamia. 

d.  Japanese  capture  Kiao-Chau. 

5.  War  upon  the  Sea. 

a.  Work  of  the  Emdem  and   Karlsruhe. 

b.  Defeat  of  British  squadron  off  Chile. 

c.  EngUsh  destroy  victorious  fleet  near  Falkland  Islands. 

d.  Germans  use  mines  and  submarines  extensively. 

TT.    Second  Year  of  the  War  (April,  1915-February,  1916). 

1.  German  offensive  against  Russia. 

2.  Stalemate  on  Western  front,  with  advantage  with  Germans. 

3.  British  fail  to  open  the  Dardanelles. 

4.  The  destruction  of  Serbia. 

5.  Italy  declares  war  on  Austria-Hungary. 

6.  Naval  warfare. 

a.  Extension  of  submarine  warfare. 

b.  Sinking  of  the  Lusitania. 

c.  The  "War  of  notes"  between  United  States  and  Germany. 
III.   Third  Year  of  the  War  (February  1916-Aprn,  1917). 

1.  German  attack  on  Verdun  fails. 

2.  Failure  of  British  Mesopotamian  expedition. 

3.  Austria  badly  defeats  Itahans  on  the  Trentino. 

4.  Roumania  joins  the  Entente 

5.  Debacle  in  Roumania;  her  betrayal  by  Russia. 

6.  Intrigues  of  King  Constantine  of  Greece. 

7.  German  retreat  to  the  Hindenburg  line. 

8.  The  Russian  Revolution  strengthens  Germany. 

IV.   America  enters  the  War  (April,  1917-November,  1918). 

1.  Causes. 

a.  Submarine  activity. 

b.  Activity  of  German  spies  and  sympathizers. 

c.  The  Zimmerman  note. 

2.  British  capture  Bagdad,  Jaffa  and  Jerusalem. 

3.  Terrible  destruction  among  Italians  at  Caporetto. 

4.  Great  German  offensive  against  Amiens  and  Paris. 

5.  Defeat  of  Germans  at  St.  Mihiel,  Argonne  Forest,  etc. 

6.  Signing  of  the  Armistice,  November  9,  1918. 
Assignment:     Schapiro,  739  ff;  finish  Map  Study  No.  12. 

Readings:     Bullard,    219-324;    W.    K.    Wallace,    Greater    Italy,    207-301; 

Turner,  — ;  New  York  Times,    HUtorij  of  the   War;  Hayes,  Brief 

Hist.,  chs.  vi-x;  Pollard,  chs.  viii-xiv. 
Suggestive   Questions: 

1.  In  what  ways  did  the  Russian  Revolution  embarass  the  Entente? 

2.  How  do  you  account  for  Italy's  sad  showing  in  the  war?  for  Greece's 
questionable  attitude? 

3.  Identify:     Soukhomlinov,    Venezelos,  Rasputin,  Mackensen,    Smuts, 
Enver  Bev. 


114  Indiana  University 


APPENDIX   I— MAP  STUDIES 

SUGGESTION  FOR  MAP  STUDIES 

"History  is  not  intelligible  without  geography.  This  is  obviously  trut, 
in  the  sense  that  the  reader  of  history  must  learn  where  are  the  frontiers  of 
states,  where  wars  were  fought  out,  whither  colonies  were  dispatched.  It 
is  equally  if  less  obviously,  true  that  geographical  facts  very  largely  influence 
the  course  of  history.  Even  the  constitutional  and  social  developments 
within  a  settled  nation  are  scarcely  independent  of  them,  since  geographical 
position  affects  the  nature  and  extent  of  intercourse  with  other  nations  and 
therefore  of  the  influence  exerted  by  foreign  ideas." — H.  B.  George,  The 
Relations  of  Geography  and  History  (1910). 

The  following  map  studies  are  intended  to  supplement  the  work  in 
assigned  readings  and  class  discussion.  It  is  hoped  not  only  that  they  may 
be  of  assistance  to  the  student  in  helping  him  to  grasp  essential  facts  of  history 
by  making  graphic  the  statements  of  the  printed  page,  but  that  they  may  also 
suggest  interpretations  of  the  facts  there  recorded,  and  finally  that  they 
may  increase  the  interest  of  the  course  by  affordmg  a  picture  of  the  lands 
whose  history  is  being  studied.  One  can  ill  afford  to  be  ignorant  of  the 
geography  of  a  country  if  one  would  arrive  at  a  time  knowledge  of  its  history. 
For  the  day  is  past  when  the  life  of  man  may  be  studied  apart  from  his 
physical  environment.  These  studies  should,  therefore,  aid  the  student  in 
fixing  in  his  mind  a  picture  of  the  homes  of  the  people  with  whom  he  expects 
to  become  familiar;  from  them  he  should  come  to  recognize  river  and  lake, 
mountain  and  valley,  as  well  as  poUtieal  boundaries  of  states,  the  growth  of 
nations,  and  their  interrelations.  It  is  only  when  he  has  such  a  clear 
picture  that  the  story  of  the  people  of  these  lands  can  be  intelUgently  followed. 

Frequently  the  student  looks  upon  the  map  study  as  sheer  drudgery, 
wasting  time  which  might  be  better  employed.  And  if  the  map  study  is 
to  degenerate,  as  it  too  frequently  does,  into  the  mere  mechanical  exercise 
of  copying  meaningless  lines  and  colors  from  an  atlas,  such  a  viewpoint  is  in 
large  measure  justified.  But  that  lies  with  the  student  himself.  The 
attempt  has  here  been  made  so  to  co-ordinate  the  map  work  with  the  assigned 
reading  that  its  value  may  readily  become  apparent  when  followed  chrono- 
logically and  understandingly.  The  student  should  see  countries  or  move- 
ments grow.  Any  tendency  merely  to  copy  a  map  from  an  atlas  is  to  be 
avoided. 

Every  student  will  be  responsible  for  a  thorough  knowledge  of  the  import- 
ant facts  and  ideas  of  all  map  studies  assigned  and  on  final  examinations 
may  be  required  to  reproduce  any  map  in  its  larger  features. 

The  following  general  rules  should  be  observed  with  utmost  care: 

1.  Never  begin  a  map  study  until  you  have  mastered  the  corresponding 
assignment  in  the  text. 

2.  If  possible,  do  the  map-work  by  daylight.  The  colors  used  in  the 
atlas  are  difficult  to  distinguish  under  artificial  light. 

3.  Before  actually  beginning  work,  read  over  the  directions  for  the  map 
study  with  a  view  to  understanding  the  problem  in  hand.  FoUow  the  in- 
structions faithfully.     Notice  which  atlases  are  required;  if  possible,  com- 


Syllabus  of  Modern  European  History  115 

pare  them  and  select  the  one  which  seems  best  suited  to  your  purpose. 
By  planning  your  work  and  selecting  your  color-scheme  in  advance,  you 
will  insure  the  most  satisfactory  results.  When  the  colors  are  apt  to  be 
confusing,  shading  in  black  and  white,  or  cross-hatching  may  also  be  used. 

4.  Be  sure  that  the  map  is  historically  correct.  Blunders  in  elementary 
histoiical  knowledge  are  unpardonable.  To  avoid  such  blunders,  you  ^\ilI 
find  it  necessary  to  refer  constantly  to  the  text  and  occasionally  to  the 
Encyclopedia  Britannica  or  other  reference  works. 

5.  Form  the  habit  of  using  indexes  in   Hayes,  Shepherd  and  Muir. 

6.  In  drawing  boundaries,  accuracy  is  essential.  An  error  of  half  an 
inch  on  the  outhno  map  may  mean  a  hundred  miles  in  i\^ality,  and  when  you 
are  deahng  ^ith  populous  European  countries,  a  hundred  miles  is  extremely 
important.  The  boundary-lines  printed  on  some  of  the  McKinley  Outline 
Maps  are  not  to  be  followed  as  trustworthy  guides,  usually  they  represent 
the  state  of  affairs  about  the  year  1910,  rather  than  in  the  particular  period 
with  which  the  map  study  deals.  By  observing  the  position  of  a  boundary 
line  with  reference  to  mountains  and  rivers,  or  failing. these,  latitude  and 
longitude,  you  vdW  usually  avoid  mistakes. 

7.  To  be  acceptable,  a  map  must  be  clear  and  neat,  as  well  as  substantially 
accurate.  For  coloring,  either  inks  of  different  colors,  water-colors,  or 
colored  pencils  may  be  used;  in  using  pencils  and  crayons,  however,  all 
lettering  must  be  done  and  all  boundary  lines  drawn  before  the  color  is 
applied.  This  lettering  should  be  done  with  a  fine  pointed  steel  pen.  Place- 
names  itahcized  in  the  directions  should  be  printed  on  the  map  in  neat,  plain 
letters.  The  names  of  countries  should  be  in  small  caps,  the  names  of  riveis 
in  italics,  the  names  of  cities  and  towns  in  small  Roman  (e.  g.  Orleans)  and 
their  exact  location  indicated  by  a  dot.  When  the  map  is  very  small  or  very 
detailed,  places  may  be  indicated  on  the  outhne  map  by  means  of  initials 
or  numbers,  explained  in  the  Key  Sheet.  As  far  as  possible  the  map  should 
be  self-explanatory  without  the  key. 

8.  No  map  is  complete  without  a  "Key",  on  which  the  color-scheme  is 
explained.  When  in  the  map-study  dirfections  the  word  "Key"  occurs  in 
parenthesis  after  any  term  or  question,  the  term  is  to  be  explained  or  the 
question  concisely  answered  in  writing,  on  the  Key  Sheet,  but  nothing  is  to 
be  "keyed"  that  may  readily  be  put  on  the  map  itself.  Remember  that  the 
completed  map  study  should  be  almost  self-explanatory,  the  names  of  all 
important  places  printed  when  there  is  sufficient  space. 

9.  Having  completed  map  and  Key  Sheet,  glance  over  the  map  study 
once  more,  to  make  sure  nothing  has  been  omitted,  and  to  fix  the  facts  firmly 

in  mind. 

10.  Map  and  Key  Sheet  are  to  be  fastened  securely  together.  On  both 
should  appear  in  the  upper  right  hand  corner  the  student's  name  and  in- 
stiuctor,  the  title  of  the  map  and  the  date.     Thus: 

I.  Medieval  Commerce.  (Student's  Name) 

October  1,  1920.  (Instructor's  Name) 

11.  To  obtain  a  passing  grade  in  the  course,  tlie  student  must  i)romptly 
and  satisfactorily  complete  all  map  studies  assigned. 

12.  When  returned  by  the  instructor,  the  map  studies  should  be  carefully 
preserved.  Some  of  the  maps  will  be  used  in  later  map  studies.  All  should 
be  reviewed  before  examination.  Bring  an  outline  map  ivith  you  to  every 
etsf,  as  a  map  exercise  may  bo  a  part  of  every  ■written  examination. 


IIG  Indiana  University 

Map   Study  No.   1 

MEDIEVAL  COMMERCE  AND  THE  COMMERCIAL  REVOLUTION 

Text:     Hayes  I.  27-8,  49-69. 

Atlas:     Shepherd,  98-9,  102-12;  Muir,  pages  50-1,  plates  46-9,  53,  54,  58- 
60. 

Tico  McKinley  Outline  Maps  No.  100a. 

A.  It  is  the  purpose  of  this  Study  to  illustrate  that  mighty  expansive 
movement  which  broadened  European  history  into  world  history,  extending 
the  influence  of  European  civihzation  over  all  the  other  continents  and 
reacting  powei fully  to  modify  the  economic  life  as  well  as  the  poUtieal  aml)i- 
tions  of  the  European  nation.s.  There  is  no  better  way  to  grasp  the  sig- 
nificance of  the  Commercial  Revolution  than  comparing  the  "known  world" 
before  the  great  explorations  of  the  fifteenth  century  with  the  world  as  we 
know  it  today  after  consulting  Muzzey,  10;  JSIuir,  plate  46  and  Hayes  I. 
27,  50;  draAv  a  red  line  encirchng  the  portion  of  the  earth's  surface  reaUy 
known  to  Europeans  about  the  year  1400. 

B.  Trade  before  the  Commercial  Revolution.  The  principal  economic  cause 
of  the  Commercial  Revolution  was  the  desire  of  the  nations  of  Western 
Europe  to  share  in  the  trade  of  the  Orient  by  finding  new  routes  to  the  land 
of  spices,  silks  and  gold.  On  the  map  show  the  chief  locahties  in  which  the 
commodities  of  Eastern  trade  (Hayes  I.  44-45)  were  produced,  denoting 
each  commodity  by  initial.  A  glance  at  any  good  physical  map  (Shepherd, 
2-3;  Muir,  plates  59-60)  will  show  how  medieval  trade  between  Europe  and 
Eastern  Asia  had  to  find  its  way  through  the  few  gaps  in  a  great  barrier- 
belt  of  deserts  and  mountain  ranges — the  Sahara,  the  Nubian  Desert,  the 
barren  Tableland  of  Arabia,  the  Plateau  of  Ii-an,  the  Hindu-  Kush  Mountains, 
the  Tian-Shan  Mountains,  and  the  Altai  Mountains.  Ever  mindful  of  these 
physical  features,  observe  how  skilfully  the  medieval  merchants,  traveling 
the  "old  trade  routes",  avoided  natural  obstacles  such  as  precipitous  moun- 
tain-ranges and  broad  deserts.  Trace  by  means  of  dotted  lines  (1)  the 
route  by  which  a  packet  of  jewels  would  probably  have  been  transported 
from  India  to  England,  in  the  fifteenth  century,  \-ia  the  "central  route'' 
(Hayes,  I.  46-7,  map  p.  49;  Shepherd,  102-3,  98-9;  Muir,  plates  59-60); 
(2)  the  route  of  a  cargo  of  spice  from  the  Moluccas  to  Stockholm,  via  the 
"southern  roxde" ;  (3)  the  route  of  a  bale  of  silk  from  China  to  Novgorod.  The 
interested  student  may  compare  the  medieval  trade  routes  "^ath  twentieth- 
century  railway  and  steamship  lines  (^^Shepherd,  179-81).  Note,  that  before 
the  Commercial  Revolution,  advantageously  situated  ItaMan  and  German 
city-states  and  certain  cities  in  France  and  Netherlands  were  most  important 
centers  of  trade.  Locate  four  leading  Italian  commercial  cities;  three  French ; 
and  the  cities  mentioned  by  Hayes,  (I.  49).  An  explanation  frequently 
advanced  for  the  decline  of  these  older  towns  after  the  Commercial  Revolu- 
tion (see  Hayes,  I.  52-3,  62)  is  that  their  commerce  with  the  Orient  was 
strangled  by  the  Turkish  occupation  of  the  old  trade-routes.  Indicate  the 
dates  at  which  the  old  central  and  southern  trade-routes  fell  into  the  hands 
of  the  Ottoman  Turks  (Hayes,  I.  52-3)  and    compare  with    the  dates  of 


.SvLLAiu'S  OF  Modern  Et'koi'eax  History  111 

Prince  Henry  the  Navigator,  Diaz  and  Columbus.  Did  the  Turkish  con- 
quests cause  the  Commercial  Revolution?  Do  you  think  that  they  acceler- 
ated it? 

C.  The  Explorations.  Why  should  Poitugal  rather  than  Spain  have 
undertaken,  early  in  the  fifteenth  century,  the  task  of  discovering  a  new. 
trade-route  to  the  East  by  saihng  south  around  Africa?  From  the  year 
1519,  wlien  an  army  of  Portugese  crusaders  (among  whom  the  youthful 
Prince  Henry  the  Navigator  was  numbered)  conquered  the  Mohammedan 
stronghold  of  Beuta  in  northern  Morocco,  expedition  after  expedition  was 
sent  out  from  Portugal  to  explore  the  seemingly  interminable  western  coast 
of  Africa.  To  mark  the  painfully  slow  progress  of  Portugese  exploration, 
indicate  on  the  second  map  Madeira  (1419),  C.  Bojador  (1441);  C.  Blanco 
(1434),  and  C.  Verde  (1445);  at  the  death  (1460)  of  Prince  Henry,  Gambia 
(see  Shepherd,  174)  was  the  southernmost  point  yet  reached.  Trace  the 
voyages  of  Diaz  and  da  Gama  Avhir-h  finaUy  crowned  Poitugese  perseverance 
with  success.  From  Calicut,  the  goal  reached  by  da  Gama  in  1498,  measure 
the  distance  to  Spice  Islands;  how  many  years  elapsed  before  the  Portugese 
sent  an  expedition  to  the  Spice  Islands;  to  China;  to  Japan? 

Meanwhile,  Columbus,  under  the  patronage  of  Queen  Isabella,  was 
striking  out  in  exactly  the  opposite  direction,  hoping  to  reach  the  Indies  by 
sailing  westward.  The  reason  for  his  confidence  and  the  falsity  of  his  cal- 
culations will  at  once  become  clear  if,  after  consulting  Muzzey,  6,  the  student 
wiU  place  •'Cipango",  "Cathay  \  and  ''India'  on  the  map  approximately 
where  Columbus  expected  to  find  them  and  then  also  in  their  true  positions. 
Trace  the  route  of  Columbus'  first  voyage.  Indicate,  also  on  the  map,  the 
subsequent  voyages  of  Columbus  and  the  explorations  mentioned  by  Hayes 
(1.  54),  asking  yourself  in  each  case  what  was  the  aim,  and  what  the  achieve- 
ment, of  the  explorer. 

D.  Colonial  Empires.  In  order  to  avoid  unfortunate  and  unseemly 
conflict,  Portugal  and  Spain  agreed  to  divide  the  "heathen"  portion  of  the 
globe  between  them.  Show  the  probable  position  of  the  "papal  line  of 
demarcation"  and  of  the  new  line  fixed  by  the  treaty  of  Tordesillas  (Shepherd, 
107-10).  Note  the  territory  gained  by  Portugal  in  this  readjustment:  was 
Portugal  aware  of  the  existence  of  this  territory?  Was  the  Tordesillas  treaty 
scrupulously  observed?  Outline  in  yellow  the  regions  embraced  by  the 
Portugese  colonial  empire  at  its  height:  fill  ii\  A\ith  brown  the  Portugese 
territories  later  acquired  by  the  Dutch;  of  what  commodities  did  the  Dutch 
thus  gain  a  lucrative  monopoly?  Show  also  the  territories  colonized  by  Spain, 
indicating  the  regions  rich  in  precious  metals;  by  comparing  the  maps  in 
Shepherd,  107-110  and  176;  observe  to  what  extent  this  Spanish  colonial 
Empire  remains  to  the  present  day  Spanish  in  culture.  Take  mental  note 
of,  but  do  not  attempt  to  show  in  detail,  the  various  English  and  French 
attempts  to  discover  northern  routes  to  Asia  (Shepheid,  107-10;  Muir,  plate 
49b.)  Indicate  the  territories  which  by  virtue  of  exploration,  colonization, 
or  conquest.  France  and  England  might  claim  at  the  close  of  the  sixteenth 
century. 


lis  Indiana  University 

Map   Study   No.   2 

EUROPE  IN  THE  YEAR  1500 

Text:     Hayes,  1.  3-23;  Johnson,  Europe  'tn  the. Sixteenth  Century. 
Atlas:     Shepherd;  Muir;  Hayes,  I. 
Mc  Kinley  Outline  Map  No.  101a. 

The  purpose  of  this  study  is  to  familiarize  the  student  with  the  physical 
characteristics — "the  lay  of  the  land"^ — of  Europe,  and  also  with  its  political 
di\dsions.  It  should  be  worked  over  with  great  care,  as  satisfactory  pro- 
gress cannot  be  made  ■\\ith  future  studies  if  this  has  not  been  thoroughly 
masteied. 

I.  Physit-al:  Refening  to  Shepherd,  2-3,  or  Muir,  plate  I,  note  the 
physical  characteristics  of  Europe.  Observe  how  the  land  slopes  to  the 
north,  the  whole  northern  part  of  Europe  from  the  Pyrenees  to  the  Ural 
Mountains  foiming  one  great  plain.  Locate  the  Pyrenees,  Alps,  Vosges, 
Jura,  Apennines,  Carpathian,  Caucasus,  Ural,  Balkan  Mountains.  Note 
how  much  higher  Spain  is  than  her  neighbor  France,  the  result  being  that 
the  Pyrenees  are  difficult  to  cross,  and  Spain  is  left  in  comparative  isolation. 
The  Alps,  though  higher,  are  cut  by  numerous  passes  rendering  communica- 
tion between  Gieimany  and  Italy  much  less  difficult.  Run  your  eye  over 
Shephei-d,  91,  and  take  note  of  these  passes.  The  most  important  one — 
the  Brenner — cannot  be  found  here,  but  is  shown  on  Shepherd,  63,  and  best 
in  Muir,  pp.  24-25  and  plate  21.  On  your  key-sheet  name  three  Alpine 
passes  which  seem  to  you  most  important.  Locate  the  moje  important 
rivers  of  western  Europe.  Note  in  your  key  the  direction  in  which  the 
majority  of  the  rivers  of  Western  Europe  flow.  What  do  we  mean  when  we 
speak  of  Upper  and  Lower  Germany?  It  has  been  frequently  held  that  the 
limits  of  states  should  follow  natural  boundaiies,  such  as  i  ivei  s  and  mountains. 
Note  in  your  following  study  of  the  political  divisions  of  Europe  those  states 
which  possess  such  natural  boundaiies  and  those  which  do  not. 

II.  PoliticaL  England:  Refening  now  to  your  text  (Hayes,  I.  .346), 
show  the  poUtical  divisions  of  the  British  Isles.  Locate  the  Pale,  Scottish 
Highlands  and  Lowlands.  Wliat  possessions  had  England  outside  the  British 
Isles?     (Key,  consult  Shepherd,  74,  84,  118;  Muir,  plates  31,  36  40a.  42a. 

1.  France:  Only  slowly  did  France  become  a  unified  state.  Through- 
out the  centuries  preceding  1,500  there  had  been  a  constant  stiuggle  between 
the  king  and  his  turbulent  Aassals;  and  although  the  latter  had  now  been 
brought  into  at  least  nominal  subjection  to  the  cro'wn,  we  shall  hear  much 
about  their  quarrels  throughout  the  two  succeeding  centuiies.  For  the  dukes 
and.  counts  still  retained  much  political  power  which  they  attempted  to 
maintain  against  the  constant  encroachment  of  the  central  authority.  It 
will  be  well,  then,  to  notice  some  of  the  more  important  territorial  divisions 
of  France.  After  reading  your  text  (Hayes,  I.  6-7),  refer  to  the  map  (Shep- 
herd, pp.  81,  85;  Muir,  plates  15a  and  b)  and  outhne  the  territory  won  from 
England;  show  in  solid  color  the  lands  securled  by  the  Angevin  inheritance; 
those  obtained  by  the  mairiage  with  Anne  of  Brittany.  By  far  the  most 
powerful  vassal  of  Louis  XI  had  been  the  duke  of  Burgundy,  Charles  the 
Bold.  Indicate  th'C  lands  which  Louis  secured  at  his  death.  Note  the  lands 
ruled  by  Charles  the  Bold  which  went  to  the  Hapsburgs.     The  question  of 


Syllabus  op  Modern  European  History  119 

the  inheritance  of  these  lands  will  lead  to  endless  friction  between  the  kings 
of  France  and  the  Hapsburg  rulers.  What  other  lands  were  held  by  the 
powerful  vassal  houses — Orleans,  Bourbon,  Navarre  and  its  allied  houses  of 
Alb  ret  and  Foix — in  the  year  1500?     (See  especially,  Muir,  plate  15b.). 

2.  Iberian  Peninsula:  From  your  text,  (Hayes,  I.  7-9)  and  from  the 
atlas  (Shepherd,  83;  Muir,  plate  18)  indicate  the  divisions  of  the  Iberian 
Peninsula.  When  was  Spain  finally  united?  Were  the  Pyrenees  the  exact 
boundary  between  Spain  and  France  in  the  year  1500?  Note  the  position 
of  Navarre  and  RonssiUon.  The  former  was  divided  in  1512,  the  part  south 
of  the  Pyrenees  going  to  Aragon,  the  part  north  subsequently  to  France. 
(Johnson,  73-74).  Roussillon  belonged  first  to  one,  then  the  other;  lost  in 
1462  by  Aragon,  it  was  regained  in  1493  and  was  to  remain  a  part  of  Spain 
until  1659.  What  European  possession  outside  the  Iberian  Peninsula  had 
the  Spanish  kingdoms  in  the  year  1500?  Show  these  lands  on  your  map. 
(Shepherd,  118-119;  Muir,  plate  8.). 

3.  The  Gernianies:     (Read  Hayes,  I.  10-4;  consult  Atlas — Shepherd, 
86-7;  114—5;  Muir,  plates  8,  25a).     What  is  today  Germany' and  Austria 
was  in  1500  a  conglomerate  of  hundred  of  states — kingdoms,  duchies,  princi- 
palities, counties,  free  imperial  cities,  and  ecclesiastical  territories — each  one 
very  jealous  of  its  freedom.     Draw  a  line  indicating  the  boundary  of  the 
Empire.     Among  the  great  houses  within  the  Empire  were  the  Wittelsbachs 
of  Bavaria,  and  the    Upper  and  Lower  Palatinate;  the  Wettins  of  Saxony; 
Hohenzollerns  of  Brandenburg.     But  by  far  the  most  powerful  House  was 
the  Hapsburg  family.     By  marriage  and  by  conquest  the  territories  of  this 
House  had  grown  from  small  beginnings  in  the  thirteenth  century  to  the 
most  important  in  Europe  in  the  early  sixteenth.     Their  early  home  had 
been  at  the  headwaters  of  the  Rhine,  and  they  secured  a  claim  to  the  Swiss 
Cantons  (a  claim  which  was  by  this  time,  however,  practically  ineffective). 
In  1273  the  head  of  the  family  was  elected  ruler  of  the  Empue  as  King  of 
the  Romans — a  title  which  by  1500  had  become  well-nigh  hereditary  in  the 
family.     It  was  with  this  Rudolph  that  the  fortunes  of  the  family  began. 
Within  a  few  generations  they  had  secured  Austria,  Styria,  Carinthia,  Carniola, 
Tyrol,  and  small  portions  of  territory  in  the  Breisgau  and  in  Alsace.     Just 
at  the  end  of  the  fifteenth  century  their  territories  were  greatly  increased  by 
the  marriage  of  Maximilian  I  to  Mary,  daughter  of  Charles  the  Bold  of 
Burgundy.     What  lands  did    they  acquire  as  a  result  of  this  marriage? 
{Key).     Show  these  on  your  hiap,  together  with  all  territories  itahcized. 
(Shepherd,  86;  Muir,  plate  15b).     Their  power  and  territories  will  be  much 
further  augmented  during  the  next  few  years  through  two  other  fortunate 
marriages.     In  addition  to  these  lands  of  the  great  families  in  the  Empire, 
there  are  other  important  states.     Three  of  the  seven  Electors — the  proudest 
princes  in  the  Empire — are  great  ecclesiastical  dignitaries  who  administer 
broad  lands  of  the  Church.     These  are  the  Archbishoprics  of  Main    (May- 
ence).  Trier  (Treves),  and   Koln  (Cologne).     Other  important  ecclesiastical 
territories  which  we  shall  hear  of  later,  chiefly  in  connection  ^'^ith  the  rehgious 
situation  in  the  sixteenth  century,  are  the  Archbishoprics  of  Madgehurg, 
Bremen    and  Salburg;  and    the  Bishopric  of  Munster.     Further,  there  are 
a  host  of  city-states,  among  the  most  important  of  which  are  Nuremberg, 
Augsburg,   Hamhiirg,  Bremen,  Lubeck. 


1-0  Indiana  University 

4.  Italian  Peninsula:  Italy  is  iu  1500  a  mere  "geographical  expression". 
In  the  north  are  powerful  city-states:  Venice,  one  of  the  strongest  states 
in  Europe  at  this  time,  securing  immense  wealth  from  its  commerce  and 
controlling  Dahnalia,  Brete,  and  some  of  the  loinan  and  Aegean  Islands; 
Genoa,  the  commercial  rival  of  Venice,  holding  sovereignty  over  Corsica; 
Milan,  in  1500  under  the  sovereignty  of  the  French  Idng;  Florence,  the  center 
of  a  noteworthy  literary  and  artistic  life;  Savotj,  in  the  northwest,  a  weak  but 
growing  state.  Running  diagonally  across  the  peninsula  are  the  Papal 
States;  while  in  the  south  is  the  so-called  Kingdom  of  the  Two  Sicihes,  com- 
posed of  Naples  and  Sicily,  the  former  affording  a  bone  of  contention  between 
France  and  Spain.  (Hayes,  I.  14-9;  Shepherd,  90,  118-9;  Muir,  plates  S, 
16  and  17). 

5.  Northern  and  Eastern  Europe:  In  the  north  and  east  of  Europe 
the  situation,  insofar  as  we  need  to  inquire,  is,  in  the  year  1500,  more  simple. 
Read  Hayes,  I.  20-23,  and  then  prepare  the  map-work.  Locate  the  states 
of  the  Union  of  Cahnar.  Note  that  Schleswig  and  Holsteiyi  are  at  this  time 
a  part  of  Denmark — Holstein  being  within  the  Empire — and  that  Finland 
is  still  a  part  of  Sweden.  (Shepherd,  112-9;  Muir,  plate  8;  Hayes,  I.  3  map.) 
On  the  south  and  east  of  the  Baltic  are  the  lands  {Prussia,  Kvrland,  Livonia, 
Esthonia)  of  the  Teutonic  Knights,  a  clerical  order  whose  Grand  Master, 
Albert  of  HohenzoUern,  will  in  1525  secularize  his  domains  and  take  the  title 
of  Duke  of  Prussia.  This  unimportant  duchy  will  within  a  century  be  joined 
to  Brandenburg  and  will  one  day  give  a  name  to  the  kingdom  of  the  Hohen- 
zollerns.  The  overlord  of  these  Teutonic  Knights  is  the  King  of  Poland, 
who,  since  his  marriage  with  the  heiress  to  the  grand-duchy  of  Lithuania  in 
1386  rules,  over  the  united  territories  of  Poland  and  Lithuania.  This  forms 
one  of  the  largest  states  of  Europe.  Has  it  any  natural  boimdaries?  (Shep- 
herd, 118-9;  Muir,  plate  S).  To  the  east  of  this  kingdom  is  the  still  unim- 
portant and  oriental  state  of  Russia.  Show  its  extent  under  Ivan  III. 
(Hayes,  I.  22).  Note  the  ease  with  which  this  state  may  expand  in  nearly 
every  direction  owing  to  the  lack  of  any  natural  barriers.  (Hayes,  I.  3 
map;  Shepherd,  2-3;  Muir,  plate  I.).  To  the  east  and  north  of  the  Haps- 
burg  territories  are  the  lands  under  the  crown  of  St.  Stephen — Hungary  and 
its  dependencies:  Bohemia,  Moravia  and  Silesia.  (Hayes,  I.  23.)  Note 
how  Bohenia  forms  a  cup  within  the  protecting  barriers  of  the  Erzgebirge 
and  the  Bohmer  Wald,  and  how  the  fertile  plain  of  Himgary,  although  pro- 
tected to  the  north  and  east  by  the  Carpathian  Mountains,  lies  open  to 
attack  from  the  south  and  west.  Ha\dng  for  centuries  maintained  a  pre- 
precarious  existence,  it  will  fall  a  prey  in  the  sixteenth  century  to  the  rival 
ambitions  of  the  Hapsburgs  and  the  Turks. 

From  the  south  the  Ottoman  Turks  are  advancing.  Having  secured  a 
foothold  in  Europe  in  the  fourteenth  century,  they  succeeded  in  capturing 
Constantinople  in  1453  and  have  now  extended  their  sway  over  the  whole 
of  the  Balkan  peninsula,  including  Wallachia  north  of  the  Danube  and  the 
distant  Crimea.  Under  the  greatest  of  the  Ottoman  rulers,  Suleiman  the 
Magnificent  (1520-1566),  the  Turkish  dominions  will  be  pushed  northward 
to  include  nearly  all  of  the  Hungarian  plain,  including  Transylvania,  together 
with  Moldavia,  Bessarabia  and  Jcdisan.  Note  (physical  map,  Shepherd,  2-3; 
Muir,  plate  1)  how  easily  the  Turks,  controlHng  the  highlands,  of  the  Balkans 
can  sweep  dowii  upon  the  Hungarian  plain  and  threaten  even  Vienna.  (In 
addition  to  maps  cited  above,  examine  Shepherd,  124;  Muir,  plate  25b. 


Syllabus  of  Modern  P^uropeax  History  121 


Map   Study  No.  3 

THE  GROWTH  OF  FRANCE,  1500-1789 

Text:     Hayes,  I.  209-18,  235-56;  Adams,  Growth  of  the  French  Nation. 
Atlas:     Shepherd,  126;  Muir,  plates  1,  15;  Hayes,  I.  249,  map. 
Mc  Kinley  Outline  Map  No.  124a. 

N.  B.  Select  your  colors  so  that  the  earher  acquisitions  will  appear  in 
darker,  and  the  later  acquisitions  in  hghter  tints.  Do  the  map  chronolog- 
ically and  imagine  yourself  in  the  place  of  the  successive  monarchs,  gradually 
creating  a  well-rounded  out  state. 

By  the  year  1500  the  French  kings  had  succeeded  fairly  Avell  in  consoli- 
dating their  realm.  Just  at  the  end  of  the  fifteenth  century  began  that 
struggle  with  the  Hapsburgs  which  was  to  last  for  many  generations.  During 
the  first  century  the  Valois  kings  of  France  were  forced  to  fight  hard  to  main- 
tain their  position  and  territories  intact.  The  duchy  of  Milan  wiiich  the 
French  held  in  1500  changed  hands  several  times,  only  to  be  lost  finally 
by  the  middle  of  the  sixteenth  century.  One  gain  the  Valois  dynasty  did 
make:     Calais,  in  1559  was  won  at  the  expense  of  England. 

With  the  accession  of  the  Bourbon  family  in  the  person  of  Henry  of 
Navarre,  France,  urged  on  by  the  need  of  defensible  frontiers  and  tempted 
by  the  weak  condition  of  her  neighbors,  started  on  a  career  of  aggression 
which  was  to  raise  her  to  the  position  of  the  first  state  in  Europe,  and  inci- 
dentally to  induce  her  to  neglect  opportunities  for  colonial  and  commercial 
aggrandizement. 

In  embarking  upon  the  poHcy  of  'natural  limits',  Henry  IV  succeeded 
in  forcing  Savoy  in  1601  to  cede  Bresse,  Bugey  and  Gex,  in  exchange  for  the 
marquisate  of  Saluzzo  (indicate  on  the  map  but  do  not  color  Saluzzo),  thus 
securing  the  right  bank  of  the  Rhone  as  far  as  Lake  Geneva  and  obtaining 
an  important  strategic  frontier.  In  1607  he  declared  the  hereditary  lands 
over  which  he  ruled  as  king  of  Navarre  to  be  united  with  France.  These 
included  Navarre  and  Beam,  the  counties  ot  Foix,  Artnagnac  and  Bieorre  and 
the  duchy  of  Alhret  (Navarre  and  Beam  were  not  finally  incorporated  until 
1620).     (See  Shepherd,  126). 

The  extension  of  French  frontiers  eastward  was  notably  advanced  by 
the  entrance  of  France  into  the  Thirty  Years'  War,  and  continued  throughout 
the  century.  By  the  Peace  of  the  Pyrenees,  which  came  as  a  sort  of  tardy 
supplement  to  the  Peace  of  Westphalia,  the  southern  border  of  France  was 
carried  to  the  crest  of  the  Pyrenees.  After  reading  your  text  (Hayes,  I.  229- 
230,  242-54)  and  consulting  Shepherd,  126,  JMuir,  plate  15c,  lod,  and  Hayes, 
1.  249  map,  show  on  the  outline  map  the  French  gains  made  at  the  various 
settlements  from  the  peace  of  Westphalia  to  the  peace  of  Ryswick  (1697), 
indicating  in  your  key  the  treaties  and  the  various  parties  involved  in  each 
exchange  of  territory.  (For  this  w^ork  Shepherd  gives  by  far  the  most  detail). 
Note  that  it  is  the  Spanish  Hapsburgs  who  are  the  chief  losers,  though  the 
Austrian  House  suffers  too,  especially  through  Louis  XIV's  policy  of  'reunions' 
What  portion  of  the  Burgundian  inheritance  was  now  (1697)  in  the 
hands  of   the   French  monarchs?     Observe     the    close    connection  of    this 


122  Indiana  University 

study  with  the  present-day  question  of  Alsace-Lorraine.  How  did  France 
secure  Lorraine?  Run  your  pencil  over  the  various  towns  captured  by  Louis 
XIV  and  see  how  many  names  you  recognize  in  connection  ^v-ith  the  cam- 
paigns of  1914-1916 — Dunkirk,  Ypres,  Lille,  Maubeuge,  Longicy  and  Verdun 
are  only  a  few  of  them  Locate  also  La  RocheUe,  Nayites,  Avignon,  Rochefort, 
Marseilles. 

Note,  too,  England's  interest  in  the  maintenance  of  the  integrity  of  the 
Netherlands  against  France.  Compare  her  pohcy  trhen  with  her  sohcitude 
for  Belgium  in  1914. 

In  his  last  great  war  Louis  XIV  was  sufficiently  occupied  in  maintaining 
the  frontiers  which  he  had  already  acquired;  the  game  was  for  bigger  stakes 
than  the  possession  of  a  few  square  miles  of  territory  on  the  eastern  frontier 
of  France.  One  must  await  until  later  for  a  clear  demonstration  of  the  world- 
wide significance  of  the  War  of  the  Spanish  Succession.  As  for  its  Euro- 
pean significance — it  meant  that  the  fortunes  of  the  two  Bourbon  powers, 
France  and  Spain,  were  to  be  closely  linked  for  a  century  to  come;  and  it 
gave  France  a  new  and  more  powerful  neighbor  on  the  northeast  by  trans- 
ferring the  Spanish  Netherlands  to  Austria. 

France  has  emerged  from  the  two  centuries  of  struggle  Avith  augmented 
territories  and  increased  prestige.  But  she  has  fallen  short  of  the  complete 
realization  of  her  desire  for  'natural  boundaries',  and  the  struggle  with  the 
Hapsburgs  is  still  to  be  decided. 

Map   Study  No.  4 

GAINS  AND  LOSSES  OF  THE  HAPSBURGS 

Text:     Hayes,    I.    13,    74-1C6;   Waktman,    Ascendency   of  France,   342-62 

Muir,  9-10,  29-30. 
Atlas:     Shepherd,  86-7,  114-5,  118-9,  125,  131-9;  Muir,  plates  8,  25a,  26; 

Hayes,  I.  3  map. 
Mc  Kinley  Ovtline  Map  No.  Ilia. 

As  indicated  in  Map  Study  Number  Two,  the  Hapsburgs  family  had 
already  become  the  predominant  power  in  the  "Germanies",  even  before 
the  year  1500.  In  order  to  understand  how  this  Geiman  family  was  able 
during  the  sixteenth  century  to  play  the  leading  role  in  international  as 
well  as  in  German  pohtics,  it  will  be  necessary  to  fix  in  mind  the  position 
and  extent  of  Hapsburg  possessions. 

Show  on  the  map  the  land  to  which  Charles  of  Hapsburg  succeeded  on 
the  death  of  his  father  Phihp,  and  of  his  grandfathers  MaximiHan  of  Austria 
and  Ferdinand  of  Aragon.  Make  sure  that  you  have  clearly  in  mind  how 
these  lands  came  to  the  House  of  Hapsburgs  (consult  Shepherd  86-87,  which 
shows  the  Burgundian  inheritance;  Shepherd,  114-5,  shows  the  Burgun- 
dian  lands  in  the  hands  of  the  Hapsburgs;  Shepherd,  118-119,  shows  the 
Spanish  inlieritance ;  compare  also  Muir,  plates  8,  25a,  and  pp.  4-10).  Note 
the  hold  which  the  Hapsburgs  have  upon  Milan  (Shepherd,  114-115). 
Show,  then,  the  lands  which  came  to  them  through  the  marriage  of  Ferdi- 
nand with  Anno  of  Hxmgary.  Over  how  much  of  Hungary  did  they  make 
their  claims  effective?  Shepherd,  114-5;  Muir,  25a).  Note  the  scattered 
character  of  their  territories.    It  makes  graphic  the  nature  of  one  of  the  prob- 


Syllabus  of  Modern  European  History  12.'> 

lems  with  which  Charles  was  forced  to  deal,  especially  when  one  remembers 
that  each  remote  possession  differed  from  the  others  in  race,  language,  law 
and  custom.  Name  on  your  keysheet  the  various  languages  spoken  by 
his  subjects.  But  one  must  consider,  on  the  other  hand,  that  the  problem 
confronting  Charles  V  was  not  quite  so  comphcated  as  it  might  seem,  inas- 
much as  the  spirit  of  nationalism,  so  menacing  a  foe  to  the  House  of  Hapsburg 
in  the  nineteenth  century,  was  not  yet  a  serious  factor.  Note  also  how  the 
Hapsburg  lands  inclose  the  French  kingdom;  this  fact  will  give  point  to 
later  international  enmities.  After  reading  Hayes  I.  187,  show  by  shading 
or  cross-hatching  how  Charles  divided  his  territories  in  1556  (Shepherd,  118- 
9;  Muir,  plate  8).  Show  European  lands  added  to  the  Hapsburg  realms  by 
Phihp  II  (Hayes,  I.  91).  This  marks  the  apogee  of  Spanish  Hapsburg  power. 
What  lands  were  practically  lost  during  his  reign?  Remember  that  his 
gains  and  losses  involved  not  only  European  lands  but  also  important  colonial 
possessions. 

We  noticed  in  the  study  of  the  Thirty  Years'  War  and  the  Peace  of  West- 
phaha  that  the  Holy  Roman  Emperor  lost  greatly  in  power  and  prestige. 
That  does  not  imply,  'however,  that  the  domains  of  the  Hapsburgs  were 
materially  curtailed.  The  head  of  the  Hapsburg  family — the  Emperor — 
losing  nmeh  as  supreme  arlnter  in  the  Germanics,  became  more  frankly  the 
ruler  of  Ms  hereditary  domains  and  was  able  considerably  to  increase  these 
territories  during  the  seventeenth  and  eighteenth  centuries. 

Make  sure  that  you  have  clearly  in  mind  the  extent  of  the  Hapsburgs 
lands  in  Europe  and  their  colonial  domains.  These  territories,  you  will 
remember,  were  di\aded  in  1556  into  the  lands  of  the  Spanish  and  Austrian 
Hapsburgs.  It  is  the  fortunes  of  the  latter  House  with  which  we  are  chiefly 
concerned,  but  for  the  sake  of  completeness  and  clarity  we  will  follow  for  a 
moment  the  fortunes  of  the  former. 

The  story  of  the  Spanish  Hapsburgs,  from  the  period  of  the  revolt  of 
the  Netherlands,  is  one  of  continual  loss.  In  1640  Portugal  threw  off  Spanish 
control.  Indicate  either  on  the  map  or  in  your  key,  the  successive  losses 
sustained  at  the  hands  of  the  French  throughout  the  latter  half  of  the  seven- 
teenth century.  By  the  treaty  of  Utrecht,  it  \\ill  be  remembered,  the  Haps- 
burgs finally  lost  Spain  and  its  dependencies. 

The  storj'  of  the  Austrian  line  is,  however,  quite  different,  though  the\' 
too  siistained  losses  during  the  seventeenth  century.  Indicate  now  the 
territory  in  the  hands  of  the  Austrian  Hapsburgs  at  the  beginning  of  the 
seventeenth  centurj'.  Then  show  in  another  color  those  lands  lost  by  them 
during  the  century.  But  just  at  the  end  of  the  century  great  gains  were 
made  in  the  east  by  the  acquisition  of  lands  for  the  possession  of  which  the 
Hapsburgs  had  been  contending  with  the  Turks  for  nearly  two  centuries. 
Indicate  these  lands  and  state  in  your  key  when  and  by  what  treaty 
they  were  secured  (Shepherd,  125  inset;  Muir,  plate  25a).  Show  now  the 
lands  secured  as  a  result  of  the  wars  and  treaties  of  the  first  half  of  the 
eighteenth  century,  indicating  in  soUd  color  the  territories  which  they 
acqiiired  permanently  and  in  outline  those  which  they  later  gave  up,  and 
indicating  likewise  in  your  key  the  treaties  and  parties  involved  together 
with  the  dates  of  acquisition  and  loss.  (Shepherd,  133A  and  B,  131,  135; 
Muir,  plate  25a).     Note  how  'natural  boundaries'  are  transgressed  by  the 


124:  Indiana  University 

crossing  of  the  Carpathians  into  Wallaeliia  and  the  Danube  into  Servia.  But 
the  hold  of  the  Hapsburgs  on  these  territories  is  short  as  you  observe.  Note 
too  just  what  portion  of  the  Spanish  inheritance  claimed  by  the  Hapsburgs 
they  fi nally  secured .  (The  terms  of  the  Peace  of  Utrecht  are  well  summarized 
in  Wakeman,  pp.  ;iG4-5.  The  story  of  the  exchanges  of  territoiy  in  the 
ItaUan  peninsula  is  briefly  traced  in  Rohinson  and  Beard,  Vol.  I.  44-6). 

Indicate  next  the  losses  sustained  by  the  Hapsburgs  just  at  the  middle 
of  the  eighteenth  century  through  the  struggle  with  their  rival,  the  King 
of  Prussia.  And  show  finally  the  rich  gains  made  at  the  expense  of  Poland 
and  the  Turks  during  the  last  three  decades  of  the  century.  (Shepherd,  135, 
138-9,  164;  Muir,  plate  25a.). 

This  ends  our  survey  of  the  Hapsburg  lands  up  to  the  period  of  the  great 
changes  which  will  come  as  a  result  of  the  French  Revolution  and  Napoleonic 
Era.  Note  how  the  territory  and  the  interests  of  the  Hapsburgs  have  been 
pushing  eastward  and  southward.  The  only  considerable  possessions  which 
still  hold  in  Western  Europe  are  the  Belgian  Netherlands,  and  their  claims 
on  that  tei-ritory  are  by  1795  only  nominal.  It  is  upon  Poland,  Italy  and 
Turkey  that  the  Hapsburgs  have  fattened.  But  during  the  troublous 
Napoleonic  era,  at  least  a  part  of  the  land  wrested  from  Poland  wall  be  torn 
f  i-om  the  hand  of  the  Hapsburg  monarch  we  shall  see  a  rejuvenated  Italian 
nation  in  course  of  the  nineteenth  century,  driving  the  Hapsburg  'white- 
coats'  out  of  the  Italian  peninsula;  only  in  the  southeast,  at  the  expense  the 
Turk,  will  further  gains  be  made.     (See  Muir,  pp.  30-1,  plate  26). 

Go  over  your  study  very  carefully  to  see  that  such  places  as  Lausitz 
(Lusatia),  Sundgau  and  Breisgau  have  been  studied  and  properly  located 
in  the  study.  Finally  locate  Agram,  Belgrade,  Prague,  Trieste,  Buda-Pesth 
and  Cracow.     For  what  is  each  historically  noted? 

Map   Study  No.  5 

THE  GROWTH  OF  BRANDENBURG-PRUSSIA,  1415-1795. 

Text:     Hayes,  I.  342-2;  Muir,  29. 

Atlas:     Shepherd,  85,  87, 115,  121-3, 125, 133, 135;  Muir,  plate  24a; 

Hayes,  I.  351  map,  387  map. 

McKinley  Outline  Map  No.  114a. 

Very  significant  for  the  history  of  modern  Europe  is  the  growth  of  Bran- 
denburg-Prussia, under  the  rule  of  the  House  of  HohenzoUern.  A  small, 
weak,  unproductive  state  when  the  HohenzoUern  prince,  Frederick,  secured 
it  in  1415  at  the  hands  of  Emperor  Sigismund,  it  grew  in  territory,  in  wealth, 
in  power,  and  in  prestige,  until  it  became,  by  the  end  of  the  eighteenth  cen- 
tury, a  state  of  the  first  rank  in  Europe,  and  in  the  nineteenth  century  it  has 
been  the  state  around  which  has  been  knit  together  modern  Germany.  The 
story  of  its  growth  is  more  simple  than  that  of  Hapsburg  Austria,  since  it  is 
one  of  steady  acquisition;  the  Hohenzollerns  have  rarely  relinquished  ter- 
ritory once  secured. 

Read  your  text  (Hayes,  I.  347-52)  and  then  show  the  growth  of  the 
HohenzoUern  lands  from  1415  to  the  accession  of  Frederick  II  (1740).  Indi- 
di.-ate  first,  in  sohd  color,  the  Mark  of  Brandenburg  in  the  year  1415  (Shep- 
he  d,  85,  or  Muir,  plate  24a).     Then  show  the  territories  acquired  from 


SYi.r.Aius  or  Moueux  European  History  125 

1415  to  160S — Neumark,  Kottbus,  Rwppin,  etc.,  but  do  not  attempt  to  state 
in  your  key  the  manner  of  acquisition  (Shepherd,  87,  115;  plate  24a).  Indi- 
cate, next,  the  additions  made  from  1608  to  the  accession  of  the  Great  Elector 
(1640)  (Shepherd,  123;  Muir,  as  above).  Observe  how  scattered  the  Hohen- 
zoUern  territories  were.  To  get  to  his  Rhenish  or  Prussian  possessions  the 
Elector  of  Brandenburg  must  cross  neighboring  and  sometimes  hostile  lands. 
The  attempt  to  unite  these  territories  by  securing  the  intervening  lands 
became  one  great  aim  of  the  rulers  of  Brandenburg-Prussia.  Trace  now  the 
additions  made  to  the  territory  of  Brandenburg  by  the  various  rulers  from 
the  Great  Elector  to  the  accession  of  Frederick  II,  showing  in  your  key 
wlien,  fiom  whom,  and  how  each  new  acquisition  was  made.  Consult 
for  this  purpose  Shepherd,  121-3,  125,  133;  ]\Iuir,  plate  24a.  The  strip  of 
temtory  on  the  east  bank  of  the  Oder  was  not  secured  until  the  treaty  of 
St.  Germain-en-Laye  (1679),  the  counterpart  of  the  Treaty  of  Nijmwegen. 
The  Great  Elector  drove  the  Swedes  out  of  Hither  Pomerania  and  claimed  the 
whole  territory  for  Brandenbui^,  but  he  was  forced  by  the  threats  of  Louis 
XIV  and  the  acquiescenoe  of  the  Emperor  to  content  himself  with  this  small 
strip.     "From  our  bones  will  arise  an  avenger,"  he  is  reported  to  have  said. 

The  avenger  arose,  in  the  person  of  Frederick  II  (the  Great).  After 
reading  your  text  (Hayes,  I,  354-62)  show  what  he  did  during  the  early 
j'ears  of  his  reign  to  'avenge  his  great-grandsire.'  What  further  extensions 
of  territory  were  made  during  his  reign?  (Shepherd,  135;  IMuir,  plate  24 
Hayes,  I.  351  map.)  Show  also  what  Prussia  secured  by  the  second  and 
third  partitions  of  Poland.  (Shepherd,  138-139;  Muir,  plate  24a;  Hayes,  I. 
387  map.) 

Note  that  the  territories  of  Prussia  are  now  joined  on  the  east,  but  that 
the  Rhenish  provinces  are  still  detached,  though  several  important  con- 
necting hnks  have  been  forged.  Observe  also  that  Prussia  has  acquired  a 
considerable  Slavic  population  through  the  partitions  of  Poland.  A  part 
of  this  Slavic  population  will  be  lost  to  Pi-ussia  during  the  succeeding  genera- 
tion. The  consolidation  of  her  provinces  on  the  west  vnW  have  to  wait  for 
nearly  a  century. 

Locate  Berlin,  Stettin,  Dantzig,  Breslau,  Minden,  (town)  Koenigsberg, 
Warsaic,  Madgeburg  (city),  Dettingen,   Rossbach,  Leuthen. 

Map   Study  No.  6 

THE  FRENCH  REVOLUTION  AND  NAPOLEON 

Text:     Hayes,  I.  449-519;  Mathews. 

Atlas:     Hayes,  I.  map  facing  page  479;  Shepherd,  134—5,  153,  146-9;  Robert- 
son, plates  7,  9;  both  Shepherd  and  Robertson  indispensable. 
McKinley  Outline  Map  No.  124a  and  Ilia. 

A.  The  Old  Regime.  Draw  the  boundaries  of  France  as  they  existed 
prior  to  the  French  Revolution,  bearing  in  mind  the  more  recent  acquisitions. 
Read  Shepherd,  134—5,  146,  or  Robertson,  plate  7,  and  take  mental  note  of 
all  points  of  difference  between  the  frontier  of  1789  and  that  of  1914  (compare 
Robertson  plate  7  with  plate  9").  Observe  to  what  extent  the  desire  of  the 
Bourbons  for  "Natural  limits"  had  been  fulfilled,  and  indicate  by  stars  the 
line  of  fortresses  barring  the  natural  avenues  of  invasion  (Shepherd.  134^5). 


12C  Indiana  University 

Not  in  its  defenses  against  external  attack,  but  in  its  internal  lack  of  cohesion, 
lay  the  greatest  weakness  of  France.  Not  only  were  there  small  patches  of 
foreign-owned  territory  within  Fiance  (notably  Atngnon  and  Mulhausen). 
"In  Lorraine  and  in  Alsace  there  existed  a  network  of  imperial  feudal  rights 
and  jurisdictions,  connected  with  the  organization  of  'Germany'  under  the 
Emperor  of  the  Holy  Roman  Empire".  Furthermore  the  provinces  called 
"pays  d  'elal"  (see  Hayes,  I.  451  footnote)  possessed  provincial  assemblies, 
whereas  the  ''paijs  d'clection'"  had  none.  Observe  the  overlapping  and  con- 
fusing division  of  France  into  thirty-eight  governments  under  governors 
(upper  map.  Shepherd,  147)  and  into  thirteen  judicial  areas,  each  with  its 
parlement  (lower  map.  Shepherd,  147).  (How  the  French  Revolution 
brought  order  out  of  this  muddle  will  appear  from  Hayes,  I.  482-3,  and  the 
lower  map,  Shepherd,  148).  The  lower  map.  Shepherd  146,  testifies  to 
the  amazingly  confused  fiscal  system,  or  lack  of  system,  and  the  inequitable 
apportionment  of  taxes:  run  j'our  pencil  over  Limousin,  Marche,  Berry, 
Orleanais,  Maine,  and  Brittany,  noting  the  vagaries  of  the  gabelle  (salt  tax). 
The  upper  map  (Shepherd,  148)  completes  the  ease  by  sho^^dng  how  the 
ecclesiastical  diAdsions  of  France  corresponded  to  neither  the  administrative, 
the  judicial,  nor  the  fiscal  divisions.  Small  marvel,  then,  that  the  philoso- 
phical reformers  of  the  eighteenth  century,  seeking  to  reduce  all  human 
institutions  as  well  as  all  phenomena  of  nature  to  the  rule  of  reason,  should 
have  condemned  the  old  regime. 

B.  The  Revolution.  Indicating  the  italicized  places  on  the  map,  as 
you  go,  review  mentally  the  progress  of  the  French  Revolution: — the 
assembhng  of  the  Estates-General  at  Versailles  (Shepherd,  149,  146);  the 
humiliating  removal  of  the  royal  family  to  Paris  in  October,  1789,  shortly 
followed  by  the  Assembly  (how  far  was  it  from  Versailles  to  Paris?);  the 
attack  upon  the  Church  and  the  annexation  of  Avignon;  the  assembhng  of 
the  emigres  at  Coblenz;  .the  flight  of  the  king  to  Varennes  in  1791  (compare 
the  distance  from  Paris  to  Varennes  vnth  that  from  New  York  to  Albany; 
how  many  miles  more  would  have  placed  Louis  in  safety?) ;  the  Austro-Prus- 
sian  invasion  of  France  at  Longwy  in  1792;  the  fall  of  Verdun;  the  cheek  at 
Valmy;  the  proclamation  of  the  RepubUc  and  the  ephemeral  French  successes 
at  Spires,  May ence  (Mainz),  Frankfort  on  Main,  Nice,  Savoy,  Jemappes; 
the  irritation  of  Great  Britain  by  the  opening  of  the  Scheldt  and  of  Austria 
by  the  annexation  of  Austrian  Netherlands  (1792);  the  series  of  disasters 
in  1793 — the  defeat  ot  Neerwinden,  the  evacuation  oi  Brussels,  the  defection 
of  Dumouriez,  the  loss  of  Mayence  (Mainz),  Conde  and  Valenciennes,  the 
British  capture  of  Toulon,  the  anti-.Jacobin  rising  in  Vendee,  Gironde,  Lyons, 
Marseilles;  the  turn  of  fortune  at  the  close  of  the  year  1743  with  the  \detories 
of  Hondschoote  and  Wattignies;  the  recapture  of  Toulon;  the  suppression  of 
the  insurrections  in  France;  the  reconquest  of  Belgium  in  1794;  the  final 
triumph  at  Fleurus;  the  occupation  of  the  German  territories  west  of  the 
Rhine;  the  defeat  of  the  English  and  royalist  forces  at  Quiberon  (1795);  and 
the  estabUshment  of  the  Directory. 

C.  The  Napoleonic  Period.  On  mapllla  locate  Areola,  Rivoli,  Marengo, 
Boulogne,  Trafalgar,  Ulm,  Austerlitz,  Salamanca,  Vitoria,  Asspern-Essling, 
Wagravi,  Eckmuhl,  Eylan,  Jena,  Borodino,  Bautzen,  Dresden,  Leipzic,  La 
Rothiere,  Ligny,  Friedland,  Corunna,  Confederation  of  the  Rhine,  Grand  duchy 
gf  Warsaw,  Kingdom  of  V>"estphalia,  Batavia,   Helvetian,  Parthenopean  repub- 


Syllabus  of  Modern  European  History  127 

lies.  All  these  places  should  be  properly  associated  with  the  work  of  Na- 
poleon as  the  student  prepares  this  study.  These  historical  relations  are 
not  to  be  stated  in  the  key. 

IMap   Study   No.   7 

EUROPE  AFTER  THE  CONGRESS  OF  VIENNA 

Text:     Schapiro,  17-24. 

Atlas:     Schapiro,  Frontispiece;  Robertson,  plates  13,  14,  15,  17,  20-21,  23, 

28,  31;  Shepherd,  135,  142-3,  158-9,  161,  164;  Muir,  page  15,  plates  12, 

23d,  24b,  25a;  Haj^es,  II.  1  map. 
McKinley  Outline  Map  No.  112a. 

A.  Treaty  Changes:  Note  how  the  Work  of  Napoleon  was  undone  by 
the  treaty  adjustments  of  1814r-1815.  Draw  the  bi)undaries,  as  they  existed 
in  1813,  of  the  leading  Continental  allies  leagued  against  Napoleon  in  the 
struggle  of  1813-1814.  After  reading  your  text  and  Hayes  II.  6-9,  show 
the  territories  secured  by  each  of  these  states  through  the  Congress  of  Vienna 
(remembering  that  in  the  course  of  the  Napoleonic  wars  Russia  had  already 
gained  Finland  and  Bessarabia).  In  some  cases  states  lost  territories  for 
which  they  received  'compensation'  elsewhere.  Point  out  in  j^our  key  the 
most  notable  of  such  cases.  Note  what  became  of  Napoleon's  vassal  states, 
especially  the  settlement  in  regard  to  Poland. 

B.  Nationality:  Make  clear  on  your  map  and  explain  in  your  key  the 
violation  of  the  principle  of  nationality  in  the  case  of  Norw-ay,  the  Belgian 
Netherlands,  Italy,  Poland.     Hayes,  II.  9-10.     (Norway  cannot  be  shown). 

C.  German  Confederation.  Draw  the  boundaries  of  the  new  German 
Confederation.  ShoAv  the  territories  held  by  the  kings  of  Denmark  and  the 
Netherlands  within  the  Confederation.  Indicate  also  the  land  held  by 
Prussia  and  Austria  without  the  Confederation.  Note  the  consideration  and 
strengthening  of  the  south  German  states;  the  disappearance  of  many 
enclaves;  the  strengthening  of  the  frontier  against  France,  notable  hy  large 
acquisitions  of  Rhenish  territory  by  Prussia;  the  reappearance  of  Hanover; 
and  the  weakening  of  Saxony.  Show  also  the  four  Imperial  towns  which 
stiU  remained.  (Consult  for  this  purpose  Shepherd,  138.  142-3,  157,  189; 
Robertson,  plates  11  and  13;  Muir,  page  15,  plates  12,  23b,  24b,  25a;  Hayes, 
II.  1  map). 

Map   Study  No.  8 

THE  INDUSTRIAL  REVOLUTION 

Text:  Schapiro,  25-44;  Hayes,  II.  67-99.  In  addition,  the  student  may 
consult  Cheney,  Industrial,  ch.  viii;  Gibbins,  ehs.  xx-xxvi;  H.  de  B.  Gib- 
bins,  Industrial  and  Economic  Progress  of  the  Century. 

Atlas:  Schapiro,  35;  Hayes,  II.  277  map,  215  map;  Shepherd,  162-3;  Muir, 
plates  30,44,  page  47;  Gibbins,  350,  450. 

McKinley  Outline  Maps  No.  121a  and  1216. 

The  purpose  of  this  Map  Study  is  to  make  graphic  certain  aspects  of 

the  Industrial  Revolution  which  otherAvise  would  not  be  ob\-ious,  and  at 

the  same  time  to  acquaint  the  student  with  some  of  the  move  famous  English 

industrial  cities. 


128  Indiana  University 

A.  In  England.     From  Muir,  plate  44  (best),  Shepherd,  162,  or  the 
1915  Stalesmnn's  Y ear-Book,  70,  indicate  in  black  oblique  lines  the  chief  coal- 
fields of  England  and  Wales  at  the  present  time  (using  OutHne  Map  No.  121b). 
In  red  oblique  lines  show  the  manufacturing  districts  at  present  (Shepherd, 
162,  or  Gibbms,  455),  noting,  as  you  shade  each  locaUty,  the  Idnd  of  manu- 
facture.    Then,  taking  pains  not  to  obscure  the  red  and  black  lines,  tint 
green  or  yelloAV  the  districts  most  densely  populated  at  the  present  time 
(Shepherd,    162).     Observe  to  what  extent  the  area  of  dense  population 
coincides  witli  that  of  manufactures  and  mines.     You  have  now  represented 
conditions  after  the  Industrial   Revolution.     The  contrast  with  previous 
conditions  is  strildng;  on  your  key-sheet  enumeriate  the  most  densely  popu- 
lated countries  just  before  the  Industrial  Revolution  (Shepherd,  162,  note 
that  the  purple  is  a  combination  of  pink  and  blue);  draw  a  red  Une  through 
the  names  ofthose  which  no  longer  rank  in  the  forefront;  on  the  other  hand, 
enumerate  four  counties  which  are  now  among  the  most  densely  populated, 
but  were  not  in  1750.     To  explain  this  spectacular  sliift  of  population,  ob- 
serve how  many  of  the  declining  countries  were  handicapped  by  lack  of 
coal-fields  or  other  industrial  advantages,  and  how  many  of  the  rising  counties 
possessesed   swift  sti-eams,  which  furnished   the  power  for  mills,     or  coal 
and  iron  fields,  which  supplied  the  materials  for  later  factories.     Broadly 
speaking,  which  parts  of  England  are  at  present  agricultural,  and  which 
industrial? 

B.  To  make  graphic  the  effect  of  the  Industrial  Revolution  on  British 
pohtics,  locate  the  following  towns  (using  the  second  Outline  Map,  No.  121a), 
which  were  enfranchised  in  1832.     In  each  ease,  either  on  your  map  or  in 
your  key,  indicate  the  branch  of  industry  for  which  the  region  appears  to 
be  famous   (Shepherd    162;  Muir,   plate  44;   or  Enclyclopedia  Briiannica): 
Leeds,  Sheffield  {where  Sir  Henry  Bessemer,  1813-1898,  proved  the  practical 
value  of  his  method  for  the  manufacture  of  steel),   Manchester   (scene  of 
Peterloo  massacre,  center  of  reform  agitation  up  to  1832,  then  of  the  Cobden 
Bright  Free  trade  movement),  Liverpool  (birthplace  of  William  Ewart  Glad- 
stone), Birmingham  (where  Watt  and  Boulton  manufactured  steam-engines; 
scene  of  Chartist  riots  in  1839),  Blackburn  (Hargreaves  lived  in  the  vicinity 
of  Blackburn),  Bury  (home  of  John  Kay,  inventor  of  the  fly-shuttle).  Roach- 
dale  (John  Bright  was  the  son  of  a  cotton-mill  owner),  Merthyr  Tydfil  (four 
great  iron-works  established  between  1759  and   1782)  Sunderland  (famous 
for  its  coal  exports  as  early  as  the  reign  of  Henry  VII),  and  Newcastle  on  Ttjne. 
On  Shepherd,   163  note  particularly  how  the  towns  enfranchised  in   1832 
cluster  in  Lancashire,  in  the  West  Riding,  around  Birmingham,  and  around 
the  metropolis. 

S7ipplemc7ds  to  Ma}>  Study  No.  8 

A.  The  British  Cotton  Industry.  The  cotton  industry  was  one  of 
the  first  trades  affected  by  the  Industrial  Revolution  and  may  well  be  taken 
as  an  index.  On  a  sheet  of  cross-section  paper  plot  the  growth  of  Great 
Britain's  cotton  industry,  using  the  short  way  of  the  paper  (each  small  space 
denoting  2}^  years)  for  the  years,  and  the  long  way  for  the  raw  cotton  imports 


Syllabus  op  Modern  European  History  129 

(1  small  space  representing  30  millions  of  pounds).  The  folloAving  table 
from  Mulhall's  Diclionary  of  Statistics  (p.  158)  -ftdU  give  you  the  necessary 
data: 

BRITISH  IMPORTS  OF  RAW  COTTON 

MilKon  MilUon                                    MiUion 

Year                   pounds  Year                  pounds  Year                  pounds 

1720 2  1820 119  1860 1,140 

1785 11  1830 245  1870 1,101 

1800 52  1840 452  1880 1 ,404 

1814 95  1850 588 

At  the  proper  places,  chronologically,  indicate  on  your  graph-sheet  the 
principal  inventions  which  might  have  affected  the  cotton  industry-.  Does 
the  graph  show  a  sudden  rise  after  each  invention?  On  the  same  sheet 
it  may  be  worth  while  to  show  the  increase  of  power-looms  in  the  British 
cotton  trade,  using  the  following  table: 

Year  Loom  Year                                      Looms 

1813 2,400  1833 100,000 

1820 14,000  1870 440,000 

1829 55,500 

If  you  are  interested,  bring  your  graph  up  to  date  by  ascertaining  the 
most  recent  figures. 

Map   Study  No,  9 

FOUNDATION  OF  THE  GERIMAN  EMPIRE,  1815-1871 
Text:     Schapiro,  169-94;  Hayes,  II.  180-202. 
Atlas:     Schapiro,  118,  278;  Shepherd,  157,  158-9,  160,  167;  Muir,  plates 

23d,  24b,  12-23;  Robertson,  plates  13-4;  Hayes,  II.  181  map,  211  map. 
McKinley  Outline  Ma'p  No.  125a. 

Draw,  on  outline  map  number  125a,  the  boundaries  of  Prussia  as  fixed 
by  Congress  of  Vienna  (Shepherd,  158-159;  Muir,  plate  24b  may  be  con- 
sulted). 

Show,  by  a  blue  fine,  the  boundaries  of  the  Zollverein  as  it  existed  m 
1834.  Add  now  the  states  which  subsequently  entered  the  union,  indicatmg 
by  dates  when  each  joined  (Shepherd,  160;  Muir,  plate  51d).  What  in- 
fluence would  this  economic  union  tend  to  exert  toward  political  union? 
Observe  that  Austria,  which  has  consistently  opposed  a  strong  unified  state, 
is  not  included  in  this  economic  union. 

Now  follow  carefully  the  pages  of  your  text  and  Hayes,  II.  180-202. 
Then  indicate  by  oblique  lines  the  various  acquisitions  to  Prussian  territory 
as  a  result  of  the  wars  with  Denmark  and  Austria  (1864-1866),  enumerating 
in  your  key  the  states  thus  annexed.  Note  that  the  Prussian  state  is  now 
thoroughly  consoUdated — east  and  west  are  finally  joined — and  that  it 
has  also  gained  control  of  an  attractive  stretch  of  sea-coast  with,  strategic 
harbors.     Locate  Kiel. 

Follow  now  the  events  subsequent  to  the  Austro-Prussian  war.  Draw 
the  boundaries  of  the  North  German  Confederation  (1867-1871)  and  color 
the  non-Prussian  states  of  the  Confederation  so  as  to  distinguish  them  from 


130  Indiana  University 

Prussian  territory.  What  German  states  still  remained  without  this  new 
Confederation?  Indicate  the  results  for  the  Empire  of  the  Franco-German 
war  (1870-1871),  point  out  clearly  the  portions  of  Alsace  and  Lorraine 
ceded  by  France.  (The  ceded  territory  included  several  strong  fortresses — 
indicate  them — and  valuable  iron  mines).  What  relation  did  this  territory 
bear  to  the  Empire  now  formed?  (Key).  Of  how  many  states  is  the  German 
Empire  now  composed?  (Key)  Indicate  the  three  remaining  imperial 
cities. 

The  German  Empire,  welded  together  by  'iron  and  blood  ,  was  undoubted- 
ly powerful;  it  was  firmly  united;  it  was  prosperous;  but  it  was  not  conter- 
minous with  the  German  nation.  Millions  of  Germans  still  remained  out- 
-.side  the  German  national  state.  (Where?  Hayes,  II.  427,  435.  Key). 
Moreover,  the  annexations  of  1866-1871,  had  created  new  problems.  To 
the  Polish  problem  in  Posen  had  been  added  a  Danish  problem  in  Schleswig 
and  a  French  problem  in  Alsace-Lorraine.  The  'national  unification'  of 
Germany  had  thus  brought  it  the  violation  of  the  principle  of  nationalism. 

The  Austrian  Hapsburgs,  forcibly  expelled  from  Germany  as  well  as 
from  Italy,  will  come  more  and  more  to  seek  territorial  compensation  and 
economic  advantage  toward  the  southeast,  following  the  course  of  least 
resistance. 

Map   Study  No.   10 

PAN-SLAVISM,  AUSTRIA-HUNGARY  AND  THE  BALKANS 

Text:     Schapiro,  621-49;  Hayes,  II.  426-35,  468-9,  5-36. 

Atlas:     Schapiro,    428,    64b;   Hayes,    II.    331    map,    427  map;    Robertson, 

plates  21,  29,  3,  18;  Shepherd,  165,  168;  Hazen,  Europe  Since  1815,  25, 

625. 
McKinley  Outline  Map  No.  111b. 

One  of  the  fundamental  causes  of  the  war  of  1914  was  the  deep  seated 
antagonism  with  which  the  Teutonic  Powers  regarded  the  growth  of  Pan- 
Slavism  (Hayes,  II.  711).  A  striking  picture  of  what  the  triumph  of  Pan- 
Slavism  would  mean  may  be  obtained  if  you  will  first  blacken  the  present 
day  (1914)  boundary-lines  on  the  outline  map;  then  color  Russia  solid  green 
(leaving  room  for  the  Poles);  Bulgaria  solid  purj^le;  Greece  black;  Albania, 
yellow;  Rumania,  solid  red;  Servia  and  Montenegro,  solid  blue.  Then  cross- 
hatch  the  Czechs  and  Slovaks  in  green;  show  ' PolamV  by  horizontal  green 
lines;  and  the  Ruthenian  part  of  Galicia,  by  vertical  green  lines.  The 
Serbs,  moreover,  would  tear  Bosnia-  Herzegovina,  Dalmalin,Croatia-Slavonia, 
and  Fiume  away  from  the  Dual  Monarchy  (shade  these  regions  with  blue 
lines).  Finally,  the  Slovenes  would  be  emancipated.  Now  observe  how 
large  a  part  of  Austria-Hungary  and  Gemiany  would  liave  been  demanded 
to  justify  the  ambitions  of  the  Slavic  nationalities.  If  all  Slavs  were  welded 
together  in  a  unified  state,  or  affiliated  in  a  gigantic  federation.  East  Prussia 
would  be  but  a  German  island  in  a  sea  of  Slavs;  Vienna  would  be  a  Teutonic 
outpost  flanked  by  Czechs  and  Slovenes.  The  proud  race  of  INIagyars  (color 
a  light  yellow),  so  long  accustomed  to  dominate  their  Slavic  neighbors,  would 
be  reduced  to  the  humble  and  precarious  position  of  a  weak  and  isolated 
nationality,  without  strong  natui'al  frontiers  against  either  Serbo-Croats, 
Slovenes  or  Slovaks.     Locate  the  capital    of    Hungary.     Do  not  overlook 


Svi.i.Ai;!  s  oi' MoDKKX  lOritorKA.N  IIkstouy  131 

the  Magyar-German  settlement  on  the  Transylvania  mountains,  surrounded 
by  Rumans,  or  the  scattered  Teutonic  colonies  in  Hungary  and  Russia.  The 
map  will  also  throw  light  on  Rumania's  position.  Boasting  a  cultural  and 
linguistic  kinship  with  the  Latin  or  Romance  nations,  Rumania  would 
naturally  be  opposed  to  her  Sla\dc  and  Magyar  neighbors.  Her  national 
aspirations,  moreover,  aiming  at  the  acquisition  of  Transylrnnia,  Temesvar, 
Dobrudjd.  Bukoirina  and  Bessarabia  might  indicate  hostility  towards  either 
the  Dual  Monarchy  or  Russia,  or  both.  (Note  the  inaccuracy  of  the  outUne 
map  regarding  the  mouth  of  the  Danube). 

Map   Study   No.  11 

THE  SPREAD  OF  EUROPEAX  CIVILIZATIOX 
A.   In  Asia  and  East  Indies. 

Text:     Schapiro,  650-83;  Hayes,  II.  547-96. 

Atlas:     Schapiro,  658;  Hayes,  II.  maps  561,  563,  701;  Robertson,  plate  34; 

Shepherd,  179-82;  ISIuir,  52. 
McKinleij  Outline  Maps  No.  lOOo,  102rt. 

I.  Physical.  Before  undertaking  to  color  the  map,  sketch  in  the  Hiin- 
alya  mountains,  the  Pamir  plateau,  and  the  Hindu- Kush  mountains,  which 
serve  as  a  northern  shield  for  India  (against  whom?);  then  the  Kuen-luen, 
Tian  Shan,  Great  Altai,  and  Khingan  ranges,  which  partially  protect  China; 
and  finally  the  Caucasus  mountains,  over  which  Russia  strode  in  her  invasion 
of  Asiatic  Turkey.  The  great  rivers — Tigris,  Euphrates,  Indus,  Ganges, 
Yangtse-kiang.  Hoang-  Ho,  and  A  moor  are  Uke'wise  worth  indicating.  Xow 
you  are  ready  to  color  the  British  possessions  giving  dates  and  names,  where 
possible,  for  lands  acquired  in  the  last  century. 

II.  Political.  Outline  southern  Arabia  {Hadramut),  the  Persian 
gulf,  southeastern  Persia,  Xepal,  Bhutan  and  Tibet,  as  -ftdthin  the  sphere  of 
British  influence.  Color  next  the  possessions  of  Russia,  formerly  Britain's 
most  formidable  antagonist  in  Asia.  Observe  how  the  buffer  state  of  Afghan- 
istan is  caught  in  between  the  two  great  empires.  Outline  the  western  two- 
thirds  of  Mongoha  and  the  northern  half  of  ISIanchuria.  as  well  as  northern 
Persia,  in  Russian  color.  Show  the  Japanese  (Hayes,  II.  583-6)  and  French 
possessions  (Hayes,  II.  593).  The  map  now  shows  how  much  of  Asia  was 
appropriated  by  the  Entente  Powers.  Draw  the  boundaries  and  print  in 
the  names  of  the  independent  Asiatic  states  (Hayes,  II.  595)but  do  not  color 
them.  German  imperialists,  looking  for  a  German  sphere  in  the  far  East, 
turned  to  China,  where  they  obtained  Kiao-chau,  with  a  surrounding  sphere 
of  influence,  (indicate  also  the  British,  French,  Russian  and  Japanese  foot- 
holds on  the  Chinese  coast —  Hayes,  II.  567),  and  to  ^Mesopotamia.  Draw 
the  proposed  route  of  the  Bagdad  railway  (Hayes,  II.  706),  Germany's 
great  project  for  the  extension  of  Teutonic  culture  and  power  in  the  East; 
observe  how  Great  Britian's  interest  in  the  Persian  Gulf,  forbade  the  estab- 
hshment  of  a  German  railway  terminal  or  naval  base  at  Kou-eit. 

Referring  to  Hayes,  II.  592-6,  make  a  hst  of  the  more  important  Dutch, 
British,  German  and  American  possessions  in  the  islands  to  the  southeast 
of  Asia,  with  dates.  Then  color  these  colonies  on  the  outhne  map,  in  the 
order  of  acquisition.     On  your  key  state  the  approximate  distance  between 


132  Indiana  University 

Australia  and  New  Zealand,  between  Melbourne  and  Manila,  between  Manila 
and  Tokio.  By  rough  measurements  on  the  map,  compare  the  length  of  the 
route  from  London  to  Manila  via  the  Suez  canal  with  that  from  New  York 
via  the  Panama  canal.  Compare  the  area  {World  Almanac  or  any  encyclo- 
pedia) of  the  Philippine  Islands  with  that  of  New  York  State. 

B.  Africa. 

Text:     Hayes,  II.  614-37. 

Atlas:  Schapiro,  676  Hayes,  II.  625,  map;  Robertson,  plate  35;  Muir, 
plate  64;  Shepherd. 
Comparing  Shepherd,  136  with  Schapiro,  676  map,  or  Hayes,  II.  625  map 
or  Muir,  plate  51,  with  plate  52,  observe  how  little  of  Africa  was  appropriated 
before  the  mad  scramble  for  territory  began  towards  the  close  of  the  nine- 
teenth century.  Using  information  in  Hayes,  II.  615-17,  indicate  in  solid 
colors  the  colonies  acquired  before  1870  (Shepherd,  175  may  be  of  use).  It 
would  be  well  to  choose  the  Portuguese  color  nearly  like  that  of  the  British 
(why  )  and  the  Belgian  like  the  French.  Next  in  cross-hatching  of  the  same 
colors  as  the  earlier  acquisitions,  indicate  the  regions  appropriated  between 
1870  and  1914,  following  in  so  far  as  you  are  able,  the  chronological  order,  so 
as  to  reenact  on  paper  the  stirring  story  of  the  partition  of  Africa.  In 
coloring  French  possessions,  use  Hayes.  In  coloring  German  colonies  note 
how  soUcitous  the  German  government  was  to  obtain  access  to  great  rivers 
nke  the  Congo  and  the  Zambesi  (why?) ;  how  stubbornly  the  Germans  in 
East  Africa  obstructed  the  grandiose  British  scheme  for  a  Cape-to-Cairo 
railway;  and  how  the  completion  of  a  German  transcontinental  African 
empire,  from  Kamerun  to  the  Zanzibar  coast,  was  barred  only  by  the  holdings 
of  little  Belgium.     Show  Walfisch  Bay  and  Delagao  Bay. 

C.  Peace  Treaty. 

This  shows  the  map  of  Africa  and  of  Asia  in  1914.  Indicate  both  on  the 
map  and  in  your  key  how  the  Peace  Conference  disposed  of  the  possessions 
of  Germany  in  Africa  and  the  Turkish  possessions  in  Asia. 

Map   Study  No.   12 

EUROPE  IN  1914  AND  1920 
Part  I 
Atlas:     For  Europe  in  1914  see  Schapiro,  maps  facing  page,  220,  278,  370. 
424,  428,  524,  646,  709. 

Robertson,  plates  6,  9,  10,  13,  15,  17,  21,  25,  29. 

For  changes  in  boundaries  brought  about  by  the  war,  see  -N.   Y.  Times 
Current    History,  June,  and  August,   1919,    N.    Y.  Times,  May  9,   1919, 
Geographical  Review,  vol.  vii,  No.  5,  1919  pi.  IV.     (Maps  also  published 
separately).     Use  Map  No.  82a. 
A.  Preliminary.     In  constructing  this  map,  it  must  be  borne  in  mind 
that  the  political  boundaries  printed  on  the  outline  map  are  in  several  in- 
stances antiquated  and  incorrect.     Hence  constant  use  must  be  made  of 
up-to-date  political  maps,  as  well  as  of  a  good  physical  map  (Muir,  plate  I). 
In  locating  boundaries,  be  attentive  to  notice  the  great  political  and  miUtary 
-significance  of  important  mountain  ranges  and  rivers.     Before  coloring  the 


Syllabus  of  Modeun  Euhopioan  Histouy  138 

larger  states,  the  student  should  draw  in  the  Uttle  grand  duchy  oi  Lxixemburg 
(Robertson,  plate  10),  the  republic  of  -Son  Marino  ('the  oldest  state  in 
Europe'),  the  republic  of  Andorra,  the  principality  of  Monaco,  and  the 
principality  of  LiecJitenslein  (these  states  may  be  found  on  any  large  map; 
they  are  described  in  the  Statesman's  Year  Book). 

B.  Latin  Europe.  Indicate  the  nations  of  'Latin  Europe'  (Hayes, 
II,  chapter  xxiii);  also  Rumania,  hy  cross-hatching.  Locate  the  capital  of 
each  country.  In  the  case  of  France,  indicate  the  Pyrenees,  Vosges  and 
Jura  Mountains  and  the  Rhine  River  (Robertson,  plate  1)  before  drawing 
the  eastern  boundary.  Observe  the  situation  of  Alsace-Lorraine  with  refer- 
ence to  France's  'natural  limits',  it  may  be  noted  also  that  very  valuable  iron 
mines  cluster  in  Lorraine,  partly  in  German  and  partly  in  French  territory. 
FinaUy,  compare  the  boundaries  of  the  French  Repubhc  with  the  frontiers 
of  the  French-speaking  people  (Hayes,  II.  p.  331  map).  In  the  case  of 
Spain,  note  the  nature  of  the  country  (Robeitson,  plate  10),  the  bcation  of 
the  chief  industrial  centeis  (Hayes,  II.  331),  and  the  presence  or  absence 
of  natural  frontiers.  In  respect  to  Italy  and  Rumania  observe  'natural' 
as  well  as  linguistic  frontiers  (Robertson,  plate  1;  Hayes,  II.  331).  Where 
is  Italia  irredenta'^  When  you  have  completed  the  Romance  nation,  compare 
your  map  with  Muir,  plate  1 . 

C.  Teutonic  Europe.  Adopt  some  other  scheme  of  cross-hatching  to 
set  off  the  Teutonic  from  the  Latin  nafons.  Locate  the  capital  of  each 
country.  Indicate  the  Carpathian  and  Transylvan'an  mountain  ranges; 
are  they  important  poUtically  or  strategically?  Compare  the  area  of  Teutonic 
languages  (Hayes,  II.  331  map)  wdth  the  political  map,  obser\ang  how  Belgium 
includes  both  Romance  Walloons  as  well  as  Germanic  Flemings;  how  the 
Netherlands  and  Scandanavia  are  wholly  comprised  within  the  Pan-German 
sphere;  how  Switzerland  is  partly  Germanic,  partly  French,  partly  ItaUan; 
and  how  the  "Teutonic"  Powers  in  reality  embrace  a  very  large  extent  of 
Magyar  and  Slav  territory.  By  comparing  maps  (Hayes,  II.  331,  1,  3  and 
II.  1,  Schapiro,  p.  278)  see  whether  the  old  Holy  Roman  Empire,  the  Ger- 
manic Confederation  of  1815,  or  the  new  German  Empire  more  closely 
coincided  with  the  German  'nation',  linguistically  considered. 

D.  Slavic  Europe.  In  a  third  system  of  cross-hatching,  contrasting 
with  the  Teutonic  and  Latin  schemes,  show  the  Slavic  nations  (Hayes, 
II,  468-9  or  Schapiro,  524).  Locate  the  capital  of  each.  Enumerate 
in  your  key  the  various  Slavic  peoples,  remarking  those  which. as  yet  have 
not  attained  to  an  independent  national  existence. 

E.  The  United  Kingdom.  Observe  paiticularly  the  Biicish  Mediter- 
ranean possessions.     What  of  Heligoland! 

F.  Other  States.  The  remaining  European  states  need  not  be  cross- 
hatched,  but  their  boundaries  and  capitals  should  be  indicated. 

Part  II.  Use  Map  101a. 
A.  For  abstract  of  the  Peace  Treaty  with  Geimany  see  N.  Y.  Times, 
May  8,  1919;  for  complete  treaty  see  N.  Y.  Times  Current  History,  August, 
1919;  for  changes  in  the  map  of  Europe,  see  also  pamphlets  published  by  the 
Ameiican  Geogiaphical  Society,  entitled  The  New  Boundaries  of  Germany, 
Austria-  Hungary,  Poland  and  Roumania.  Indianapolis  Star  Map,  States- 
man's Year  Book  (1919),  Introduction,  and  Annual  Register  (1919). 


i:U  Indiana  University 

B.  Upon  the  maps  of  Europe  in  1914,  note  carefully  by  the  use  of  colors 
the  changes  in  the  mapf<  of  Europe  effected  bi/  the  icar  and  the  Peace  Conference: 
(1)  German  losses  of  territory;  Alsace-Lorraine,  West  Prussia,  Posen,  dis- 
tiicts  along  the  Belgian- German  frontier,  Memel  district,  (2)  newly  inde 
pendent  state  resulting  wholly  or  in  part  from  break-up  of  Austro-Hungarian 
H^mpiic;  CJerman  Austria,  Hungary,  Jugoslavia,  Czeehoslavakia,  Poland, 
(;i)  other  states  made  independent,  Danzig,  Ukrainia,  (4)  territories  whosi^ 
status  is  to  lie  determined  by  plebiscites;  Saar  Basin,  Schleswig,  parts  of 
East  Prussia,  (5)  changes  in  the  boundaries  of  Italy  and  the  Balkan  States. 

C  Locate  carefully  the  boundaries  of  newly  independent  European 
states:  Poland,  Czechoslovakia,  Jugoslavia,  Danzig,  Ukrainia.  Note  Ger- 
man cessions,  Alsace-Lorraine,  West  Prussia,  Posen,  along  the  Belgian  frontier 
states:  Memel  district;  the  Austrian  cessions;  Silesia,  Bohemia,  Jugoslavia. 
Territories  whose  status  is  to  be  determined  by  plebiscite:  Saar  Basin, 
Schlcsit'ig;  locate  also  Greater  Roumania,  Magyaria,  German  Aiistria,  Tren- 
tino. 

D.  Indicate  territorial  changes  of  Turkey  in  Europe.  Explain  the  status 
of  Constantinople,  the  Dardanelles,  the  Sea  of  Marmora,  and  the  Black  Sea. 

E.  Color  in  orange  the  principal  battle  fields  of  Europe  and  cross-hatch 
in  orange  the  devastated  areas. 


Syllabus  op  Modern  European  History  loo 

Appendix  II.     EVOLUTION  OF  THE  ENGLISH  PARLIAMENT 

I.   Before  1603. 

1.  Magna  Carta  referred  to  barons  (1215). 

2.  Provisions  of  Oxford  (1258). 

3.  Simon  de  Montfort's  Parliament  (1265). 

4.  Model  Parliament  of  1295. 

5.  Separation  of  Parliament  into  two  houses  (about  1330). 

6.  Gradual  increase  in  power. 

a.  Financial  legislation. 

b.  Legislation  by  petition. 

c.  Legislation  by  bill. 

d.  Suspensive  and  dispensing  powers. 

7.  The  Tudors  in  main  controlled  and  used  Parliament. 
11.   Parliament  under  first  two  Stuarts  (1603-1640). 

1.  The  Protestation  of  1621. 

2.  The  Statute  of  Monopolies  (1624). 

3.  The  Petition  of  Rights  (1628). 

4.  Difficulties  over  Ship  Money  during  Charles'  personal  rule. 

III.  The  Reforms  of  the  Long  Parliament  (1640-1660). 

1.  Parliaments  to  meet  every  three  yeais  and  have  power  over  taxation. 

2.  Al)olition  of  com-ts  of  Star  Chamber  and  High  Commission. 

3.  E.xecution  of  Strafford  and  Laud,  the  king's  favorties. 

4.  Execution  of  King  (1649)  and  the  "Rump". 

6.  Temporary  abolition  of  House  of  Lords  and  Barebone's  Parliament. 
6.  Instrument  of  Govermnent. 

IV.  The  Restoration  Settlement  (1660-1685) 

1.  Charles  II  proclaims  Declaration  of  Breda  (1660). 

2.  King  agrees  to  abide  by  refonns  of  the  Long  Parliament  and  govern 
according  to  Constitution. 

3.  King  commuted  certain  feudal  dues  for  £100,000  grant  annually. 

4.  Parliament  makes  grants  now  for  certain  specific  purposes. 

6.  Later  ParUament  appointed  a  committee  to  audit  King's  accounls. 

6.  The  Habeas  Corpus  Act  passed  (1679). 

7.  Charles  forced  to  give  up  Declaration  of  Indulgence. 

8.  King  defeats  Exclusion  Bill;  his  period  of  personal  rule. 
V.   The  Revolution  Settlement  (1688-1707). 

1.  James  II  forced  into  exile;  and  William  and  Mary  declared  joint 
soverigns. 

2.  Prerogative  definitely  limited  by  Bill  of  Rights  (1689). 

3.  Mutiny  BiU  (1690). 

4.  Triennial  Act  (1694). 

5.  Act  of  Settlement  (1701). 

6.  Act  of  Union  with  Scotland  (1707). 

VI.   Later  Developments  in  Parliamentary  Government. 

1.  Septennial  Act  of  1716. 

2.  Rise  of  office  of  Prime  Minister. 

a.  Harley,  (1710-1714). 

b.  Walpole,  (1721-1742). 


136  Indiana  University 

3.  Idea  of  ministerial  unity  clearly  developed  by  1760. 

4.  Union  with  Ireland  (1800). 

5.  Three  reform  bills  of  nineteenth  century  (1832,  1867,  1884). 

6.  Ballot  Act  of  1872  and  Corrupt  Practices  Act  of  1883. 

7.  Parliament  Act  of  1911. 

8.  Democratic  Reforms  of  1918-1919. 

Appendix  III.     BOOK  REVIEWS 
Several  times  during  the  year  the  student  may  be  called  upon  to  prepare 
a  paper  on  some  historical  book.     Such  a  "review"  is  expected  to  achieve  two 
quite  different  ends — the  one,  informational;  the  other,  critical. 

I.  Critical  Reviews. 

Before  carrying  out  this  plan  the  student  should  read  several  typical 
book  reviews  as  found  in  the  Nation  (N.  Y.),  American  Historical  Review, 
The  Revieiv,  Dial,  Book  Review  Digest  and  Political  Science  Quarterly,  in  order 
to  learn  the  different  methods  employed  by  good  reviewers. 

II.  Information  Concerning  the  Book  Reviewed. 

At  the  beginning  of  every  "review"  should  be  written  with  accuracy  the 
title,  author,  publisher,  date,  pagination,  etc.  (For  example,  the  re\dew 
should  be  prefaced  by  such  a  heading:  The  Life  of  Thaddeus  Stevens.  By 
James  Albert  Woodburn.  Indianapolis,  Bobbs  Merrill,  1913:  x-f620  pp.). 
The  student  should  first  endeavor  to  ascertain  through  the  preface  or  intro- 
duction or  in  other  ways  enough  information  about  the  author,  his  training, 
pre\ious  writings,  etc.,  to  determine  something  of  the  writers  preparation 
and  bias.  Does  he  seem  to  be  obviously  pro  or  con?  Then  the  re\aewer 
should : 

Set  forth  succinctly  the  plan  and  scope  of  the  work, 

Rehearse  clearly  the  main  ideas  developed,  and 

Report  carefully  the  kind  of  sources  and  methods  which  the  author 
appears  to  have  used.  The  seeming  formaUty  of  such  a  summary  should  not 
dissuade  the  re\dewer  from  using  whatever  art  he  may  possess,  as  an  intelHgible 
summary  requires  not  only  insight  in  discerning  what  is  of  primary  import- 
ance and  what  is  merely  explanatory  and  dependent,  but  also  a  considerable 
amount  of  sj^mpathy  and  a  facility  to  express  in  a  few  written  pages  the 
substance  of  a  volume.  It  is  hoped  that  by  this  practice  the  student  will 
himself  learn  to  read  more  intelhgently. 

III.  Criticism  of  Book  Reviewed. 

So  far  the  student's  poiat  of  view  has  been  inside  the  book,  noting  and 
recording  its  features  as  a  work  of  i;C  olirship.  But  this  is  not  all.  As 
reviewer  the  student  must  now  summ  n  his  faculties  of  criticism  wisely  to 
evaluate  what  he  has  considered  and  described.  He  has  indicated  in  general 
the  author's  pupose;  it  is  now  his  function  to  study  in  judgment  to  decide 
in  how  far  that  purpose  has  been  realized.  1.  Does  the  book  tell  j'ou  what 
you  wish  to  know  about  the  subject?  2.  Does  the  author's  style  attract 
or  repel  the  reader?  3.  Does  he  seem  fair  in  his  interpretation  of  e^vidence 
or  do  his  judgments  seem  unwarranted  by  the  facts  he  cites?  4.  Why,  if 
at  all,  should  anyope  pay  money  for  this  book  and  spend  time  in  reading  it? 
5.  Does  it  succeed  as  well  as  other  books  you  know  upon  this  or  similar  sub- 
jects?    6.  Considering  the  many  things  that  men  and  women  have  to  do, 


Syllabus  of  Modern  European  History  137 

is  it  wise  to  foster  interest  in  such  subjects?  7.  To  whom  would  you  recom- 
mend such  reading,  and  why?  These  are  not  questions  which  can  be  answered 
without  thought;  and  in  thus  measuring  the  book  in  the  larger  terms  of 
human  experience  the  review  will  gain  a  value  of  its  own.  It  is  hoped  that 
by  this  practice  the  student  will  himself  learn  to  develop  his  critical  faculties. 
There  is  no  need,  of  course,  in  such  a  piece  of  writing — as  reference  to 
the  admirable  reviews  in  The  Nation  (New  York)  will  illustrate — for  the 
reviewer  to  draw  a  hard  and  fast  line  between  information  and  criticism, 
putting  into  part  one  what  the  book  says  and  into  part  two  what  is  said 
about  it.  Rather,  as  a  rule,  the  two  will  go  side  bj'  side  to  attract  or  warn 
the  general  reading  public  for  whom,  it  is  supposed,  the  review  is  prepared. 

SUGGESTIVE  LIST  OF  BOOKS  FOR  BOOK  REVIEWS 
E.  Armstrong,  Lorenzo  de  Medici. 
E.  Armstrong,  Elisabeth  Farnese. 
J.  Ashton,  Social  History  of  the  Reign  of  Queen  Anne. 
R.  Bain,  Charles  XII  and  the  Great  Northern  War. 
C.  Beard,  IMartin  Luther  and  the  Reformation. 

0.  Browning,  Peter  the  Great. 
J.  Bryce,  Holy  Roman  Empire. 
J.  Morley,  Burke. 

Benvenuto  Cellini,  Autobiography. 

E.  Emerton,  Introduction  to  the  Study  of  the  Middle  Ages. 

E.  Emerton,  Erasmus. 

J.  A.  Gade,  Charles  XII  of  Sweden. 

A.  Hassall,  Louis  XIV. 

E.  Henderson,  Short  History  of  Germany,  vol.  i  or  parts  of  vols,  i  and  ii. 

T.  Hodgkin,  Theodoric. 

T.  Hodgkin,  Charles  the  Great. 

C.  Hugon,  Social  France  in  XVII  Century. 

S.  P.  Kerr,  George  Selwyn  and  the  Wits. 

Longman,  Frederick  the  Great  and  the  Seven  Years  War. 

E.  Lowell,  Eve  of  the  French  Revolution. 

A.  Luchaire,  Social  Life  in  France  under  Philip  Augustus. 
J.  Morley,  Walpole. 

F.  F.  Moor,  A  Georgian  Pageant. 
Mrs.  M.  Oliphant,  Makers  of  Florence. 
,  Makers  of  Rome. 

G.  Paston,  Sidelight  on  the  Georgian  Period. 

N.  Pearson,  Society  Sketches  of  the  Eighteenth  Century. 
J.  B.  Perkins,  Richelieu. 

,  France  under  the  Regency. 

• ,  France  under  Louis  XIV. 

1.  Plunkett,  Isabella  of  Castile. 
Robinson  and  Rolfe,  Petrarch. 

Lord  Roseberry,  Chatham,  his  early  life  and  Connections. 
F.  S.  Roscoe,  Robert  Harley,  Earl  of  Oxford. 
P.  Sabatier,  Life  of  St.  Francis  of  Assisi. 

L.  Sanders,  Patron  and  Place  Hunter;  George  Bubb  Dodington, 
Lord  JMelcombe. 


138  Indiaxa  T^xiversity 

F.  Seebohm,  Era  of  Protestant  Reformation. 

F.  Seebohm,  Oxford  Reformers. 
P.  Smith,  Martin  Luther. 

W.  C.  Sydney, England  and  the  Enghsh  in  the  Eighteenth  Century,  vol  i  or  ii 
H.  Tiaill,  William  III. 

G.  O.  Trevelyan,  Early  Life  of  Charles  James  Fox. 
Vedder,  Balthasar  Hubmaier. 

P.  Villaii,  Medieval  Italy  from  Charlemagne  to  Henry  VTI. 

P.  Villaii,  Life  and  Times  of  Machiavelli. 

W.  Walker,  John  Calvin. 

F.  E.  Whitton,  A  History  of  Poland. 

P.  Willt'it.  Henry  of  Navarre. 

Appendix  IV.  THE  TERM  ESSAY 

One  of  the  most  important  parts  of  the  course  in  the  second  semester  is 
the  writing  of  a  term  essay  upon  some  topic  selected  from  a  list  of  essay 
subjects  given  at  the  end  of  this  Appendix.  As  far  as  the  limitations  of  the 
University  Library  will  pernjit,  each  student  is  permitted  to  express  his 
prefeience  for  a  particular  subject,  and  is  urged  to  do  so.  The  definite 
assignment  of  a  subject  is  made  only  after  an  individual  conference  of  the 
instructor  and   student. 

It  is  well  that  the  student  appieeiate  at  the  outset  the  value  of  this 
task.  Rightly  done  it  is  one  of  the  most  valuable  things  that  will  come  to 
him  duiing  his  college  course.  Some  of  the  work  will  be  tedious,  some  of  it 
will  be  uninteresting  and  mechanical,  but  if  he  "wall  bear  in  mind  that  he  is 
learning  something  that  will  be  of  inestimable  value  to  him  in  after  life,  he 
ought  to  find  ample  compensations  in  his  work.  The  purpose  of  this  essay- 
work  is  to  teach  the  student  three  things: 

1.  To  look  up  a  subject  without  a  waste  of  time,  and  to  ascertain  what 
are  the  best  bibhographical  aids,  the  most  valuable  books,  pamphlets  and 
magazine  articles  pubUshed  upon  the  subject.  In  short  he  should  learn 
how  to  use  che  library  intelHgently. 

2.  To  take  notes  logically  and  systematically  upon  a  half  dozen  to  a  dozen 
of  the  best  and  most  accessible  works  upon  the  topic, 

3.  To  construct  a  carefully  written  essay  based  upon  these  notes,  con- 
foiming  at  the  same  time  to  the  accepted  canons  of  historical  composition. 

I.  Preparation  of  Bibliography.  As  soon  as  the  student  receives  his 
assignment  he  will  make  a  hst  of  all  major  works  bearing  upon  his  topic. 
He  should  secure  probably  thirty  to  fifty  titles  of  books  or  magazine  articles. 
Each  such  title  should  be  entered  clearly  in  ink  upon  a  3  x  5  card,  together 
with  the  name  of  the  author,  the  date  of  pubUcation,  and  wherever  possible, 
the  University  Library  call  number  (which  should  be  placed  in  the  upper  left 
hand  corner)  the  bibliographer's  estimate  of  the  work  (if  any),  and  some  indi- 
cation of  the  portion  of  it  deahng  most  directly  with  student's  topic.  It  is 
expected  that  the  student  will  be  at  pains  to  learn  all  that  he  can,  in  a  general 
way,  about  the  books  cited,  so  as  to  talk  intelligently  about  them  in  con- 
ference. And  the  student  who  has  any  sort  of  reading  knowledge  of  French, 
German,  Italian  or  Spanish,  should  not  hesitate  to  include  in  his  bibhography 
titles  of  books  in  foreign  languages  which  he  understands,  for  some  of  the 


Sylladis  of  MoiiKKX  EntorEAX  History  lol) 

best  work  on  the  history  of  Modern  Europe  has  been  written  in  foreign  hm- 
guages  and  is  not  translated  into  Enghsh. 

To  secure  titles  of  books  bearing  upon  this  topic  the  student  will  consult 
the  appropriate  chapter-bil)hographies  in  the  text-book  (J.  S.  Schapiro, 
Modern  and  Contempoiarij European  History);  in  C.  J.  H.  Hayes,  .4  Political 
and  Social  History  of  Modern  Europe;  in  J.  H.  Robinson  and  C.  A.  Beard. 
Readings  in  Modern  European  History,  1.  389-410,  and  II.  521-41;  in  Holt  and 
Chilton,  History  of  Europe;  and,  for  nineteenth  century  subjects  exclusively, 
in  C.  D.  Hazen,  Europe  Since  1815,  737-772.  Moreover,  the  Cambridge 
Modern  History,  a  standard  work  in  twelve  volumes,  contains  at  the  end  of 
each  volume  long  lists,  though  unfortunately  without  descriptive  comment. 
There  are  likewise  useful  bibhographies  at  the  end  of  many  articles  in  the 
standard  encj^clopedias,  notably  in  the  Encyclopedia  Britannica,  11th  ed., 
in  the  New  hiternational  Encyclopedia,  and  in  the  Catholic  Encyclopedia.  In 
using  an  encyclopedia,  the  student  should  remember  to  look  in  the  index 
for  topics  related  to  his  own.  If  his  topic  is  in  English  history,  the  student 
should  also  consult  the  Dictionary  of  National  Biography,  72  vols.  (1885- 
1913),  under  the  aphabetieally  arranged  names  of  the  principal  peisons 
important  in  relation  to  his  subject;  H.  L.  Cannon,  Reading  References  fur 
English  History;  A.  L.  Cross,  History  of  England  and  Greater  Britain,  and 
Lane  and  Poole,  Political  History  of  England,  12  vols.  If  the  topic  is  intim- 
ately related  to  EngUsh  Literature,  he  should  consult  the  proper  volumes 
of  the  Cambridge  History  of  English  Literature  (12  vols.).  If  the  topic  should 
be  in  social  or  economic  history,  he  should  use  F.  A.  Ogg,  Economic  Devdoi- 
77ient  of  Modern  Europe,  W.  Cunningham,  Growth  of  English  Industry  and 
Commerce,  and  H.  D.  Traill,  .Socio/  England.  G  vols.,  all  of  which  contain 
excellent  working  bibhographies.  If  his  subject  deals  with  any  leligious  topic- 
he  will  find  the  New  Schaff-Herzog  Encyclopedia  of  Religious  Knowledge. 
and  J.  Hasting's  Encyclopedia  of  Religion  and  Ethics  invaluable.  If  his 
topic  is  in  German  history,  the  student  should  consult  Dahlmann  Wait-'.. 
Quellenkunde  der  deutschen  Geschichte.  (8th  ed.).  If  the  subject  is  in  French 
history,  he  should  consul'  the  bibliographies  at  the  close  of  the  appiop  iate 
chapters  in  the  Histoire-Generale  due  IV e  siecle  a  nos  jours,  ed.  by  Lavisse  and 
Rambaud,  12  vols.  After  all  this  is  done  the  student  should  consult  the 
United  States  Catalogue  and  the  C umulative  Book  Index  to  get  the  titles  of  the 
more  recent  books  on  his  topic.  In  every  case  he  should  try  to  faroihaiize 
himself  with  each  of  these  bibhographical  aids,  that  he  may  be  able  to  make 
use  of  them  again  should  occasion  require. 

To  secure  titles  of  magazine  articles  beaiing  upon  liis  topic  the  student 
will  consult  Poole  s  Index  (1802-1906)  and  Reader's  Guide,  (1930-19—). 
The  student  should  leally  lea: n  how  these  excellent  lefe.ence  books  are  made 
up,  how  best  to  use  them,  etc.,  etc.  For  consulting  t'le  daily  papers,  the 
New  York  Times  I nd-x  &ni  i\e  London  7'/;ns.s /rtrfe.;;  will  b- found  invalu  ihlc. 
(The  lattei  is  not  in  the  hbia^y). 

Having  com.pleted  his  list  of  books  and  magazine  a  tides  in  the  manner 
as  just  set  foith,  the  student  will  tlien,  and  not  un  il  then  asceitJn  by  con^ 
suiting  the  Card  Catalogue  in  the  University  Lib.a.y,  which  ones  a- e  readily 
obtainable  and  the  appa.ert  value  of  each.  It  is  necessaiy  to  ascertain  the 
date  of  pul>hcation  and  tlie  point  of  \-iew  of  the  author  if  possible.     Why? 


140 


Indiana  University 


Having  indicated  the  library  call  numbers  on  the  respective  cards  for  such 
books,  arrange  the  cards  alphabeticaUy  according  to  authors  (or  according  to 
title  if  no  author  is  given),  and  then  submit  the  bibliography  to  the  instructor, 
again  in  personal  consultation,  for  discussion  and  criticism.  It  is  well  for 
the  student  to  bear  in  mind  that  this  is  his  own  special  task  and  the  number 
of  works  listed  will  bear  no  relation  to  the  number  of  books  to  be  actually 
used.  At  this  second  consultation,  the  instructor  will  assign  a  few  of  the 
more  important  books  and  articles,  and  these  are  to  be  carefully  read  by  the 
student  and  used  as  a  basis  for  note  taking.  A  completed  card  should  appear 
somewhat  like  this: 


951.1. 

C72o.  Colquhoun,  A.  R. 

China  in  Transformation 
X  398,  pp.  Harpers  (N.      Y.)  1899. 
An  excellent  work,  now  somewhat  out  of  date,  but 
still  valuable  for  England's  pohcy  in  China.     Chapters 
vii  and  viii  (pp.  248-315)  are  most  useful. 


II.  The  Preparation  of  Notes  for  the  Essay.  Before  the  student 
begins  to  take  systematic  notes  upon  his  topic,  he  should  first  read  some 
rather  general  treatment  of  his  topic,  as  that  in  the  Britannica  or  the  Inter- 
national, in  order  to  familiarize  himself  with  the  problem  he  has  to  face. 
After  reading  "around"  his  subject  he  ought  to  make  a  two  page  tentalive 
outline  of  his  subject,  and  submit  it  to  his  instructor  for  approval.  Then 
he  should  take  notes  on  the  assigned  books  according  to  this  outline. 

These  notes  should  be  taken  in  ink  on  stiff  sheets  of  paper  or  cards,  in 
no  case  larger  than  SJ^  x  SJ/^  using  one  side  of  the  paper  only.  The  notes 
should  run  lengthwise  of  the  page  with  Uberal  margins  left  at  the  sides.  At 
the  top  of  the  page  should  be  the  subject  of  the  note,  the  author,  title  and 
pages  of  the  book  from  which  the  information  was  derived,  and  at  least 
the  approximate  date  to  which  the  note  refers.  If  you  were  writing  on 
the  Second  Reform  Bill  in  England  a  note  might  well  look  as  follows: 


1865  Nov.  12     H.  Paul,  Mod.  Eng.  i.  35    Bright's   Part 

Bright  not  so  conspicuous  as  Gladstone  or  Disraeli; 
nevertheless  quite  active,  and  very  anxious  to  discredit  all 
Conservative  attempts  at  reform;  had  dubbed  some  of 
their  previous  attempts  as  "fancy  franchises". 


A  note  may  well  be  a  paraphrase,  a  verbatim  report,  if  it  seems  particularlj'^ 
apt,  or  a  combiration  of  the  two.     Never  take  a  note  on  more  than  one  phase 


Syllabus  of  Modern  European  History  141 

of  a  topic  on  a  single  sheet,  and  do  not,  save  for  purposes  of  comparison,  place 
notes  from  two  different  authorities  on  the  same  sheet,  even  if  they  do  deal 
with  the  same  phase  of  your  subject.  After  finishing  the  taking  of  the  notes, 
as  far  as  possible  arrange  them  in  a  logical  order.  Then  study  the  materials 
collected  and  fill  in  gaps  by  additional  reading.  Lastly,  from  the  notes  and 
the  tentative  outline  form  a  two  to  three  page  outUne  of  the  topic.  This 
outUne  should  now  be  taken  to  the  instructor  for  criticism  and  revision. 

III.  The  Composition  of  the  Essay.  Once  his  outline  has  been  ap- 
proved, the  student  should  begin  -RTiting  his  essay.  In  general  the  essay 
should  be  based  upon  facts  as  gleaned  from  the  notes,  but  the  writer  should 
thoroughly  assimilate  his  data,  and  write  his  narrative  "with  the  spirit  and 
coherence  of  his  own  style.  Occasionally  it  may  be  ad^visable  to  use  the 
exact  words  of  a  book  or  article,  but  in  every  instance  quotation  marks 
should  indicate  the  precise  extent  of  the  quotation,  and  reference  must  be 
made  to  exact  source  of  the  information.  The  essay  should  be  typewritten 
or  written  neatly  in  ink  on  one  side  of  paper  SJ^xH-  The  Enghsh  must 
be  above  reproach  and  the  statements  and  citations  historically  accurate. 
Be  careful  in  spelling  technical  terms  and  proper  names.  EVERY  IMPORT- 
ANT OR  QUESTIONABLE  STATEMENT  of  fact  should  be  backed  up 
by  a  foot  note,  citing  AUTHOR,  TITLE  OF  BOOK  AND  PAGE  from 
which  it  is  taken.  For  examples  of  foot  notes,  the  student  should  consult 
the  Political  History  of  England,  the  American  N^ation  series,  or  the  American 
Historical  Review.  The  completed  essay  should  consist  of  from  two  thou- 
sand to  five  thousand  words.  The  essay  proper  should  be  preceeded  by  a 
two  page  outline,  and  followed  by  selected  bibhography  of  about  a  dozen 
books,  which  the  writer  found  most  useful  in  preparing  his  essay.  Each  of 
these  books  should  be  carefully  annotated,  showing  the  precise  value  of 
the  work  in  the  writing  of  his  essay.  This  completed  theme  should  be  handed 
in  accompanied  by  the  entire  bibliography  (on  cards),  and  the  notes  taken 
in  the  preparation  of  your  work.  The  task  will  then  be  graded  as  a  whole, 
and  this  mark  vnR  have  great  weight  in  determining  the  final  mark  in  the 
ourse.     This  is  the  student's  opportunity  to  do  some  indi^^dual  work. 

A  page  of  completed  manuscript  should  look  somewhat  like  this. 
Nor  was  the  tsar  always  honest  with  his  own  ministers,  for  he  concealed 
from  Nesselrode  the  real  purpose  of  the  Menshikov  mission  and  thus  laid 
his  chancellor  open  to  the  charge  of  double-dealing.^  Then  came  the  unfor- 
tunate incident  of  the  Vienna  Note,  and,  lastly,  the  aft'air  of  Sinope,  which 
followed  upon  an  announcement  that  Russia  would  undertake  an  offensive 
operation  against  Turkey,  in  spite  of  the  latter's  declaration  of  war.  Lord 
Palmerston  said  on  this  occasion  that  Russia  "aways  had  two  strings  to  its 
bow — moderate  language  and  disinterested  professions  at  Petersburg  and 
London;  active  aggression  by  its  agents  on  the  scene  of  operations.  If  the 
aggressions  succeed  locally,  the  Petersburg  Government  adopts  them  as   a 

1.  Clarendon  to  Sevmour,  Eastern  Papers,  no.  195,  pt.  I.  p.  200.    The  Russian 

niplomatir  Study,  I.  163,  admits  that  the  failure  to  publish  the  demands  of  Man- 
shikov  was  -very  grave".  The  private  letters  of  Thouvenel,  political  director  of  the 
French  foreign  office,  show  that  Nesselrode.  being  a  German  and  a  Lutheran,  was 
not  entirely  trusted  by  the  tsar,  and  that  the  religious  zealots  of  the  foreign  office 
had  much  to  do  with  shaping  Russian  policy.  L.  Thouvenel,  yicholas  I.  et  Napoleon 
HI.     (1891.) 


342  TxDiAX.v  TJnivrrsitv 

fail  accompli  which  it  did  not  intend,  but  cannot,  in  honor,  recede  from.  If 
the  local  agents  fail,  they  are  disavowed  and  recalled,  and  the  language 
previously  held  is  appealed  to  as  a  proof  that  the  agents  have  overstepped 
their  instructions". ^  If  no  positive  instance  of  this  kind  occurred  in  1854, 
there  was  some  ground  for  suspicion  of  the  tsar's  motives. 

Those  motives  were,  it  may  be  safely  said,  to  secure  a  virtual  protectorate 
over  the  Greek  Christian  subjects  of  the  sultan,  a  design  announced  as  early 
as  1852,  and  to  buy  the  support  or  consent  of  some  great  power  to  it.  Nicholas 
first  sounded  England,  partly  because  he  disliked  Napoleon  II,  partly  because 
he  thought  Aberdeen,^  whom  he  had  known  for  years,  in  sympathy  with  his 
ideas, 

2.  Letter  to  Clarendon,  May  22,  1S53.     E.  Ashley,  tile  of  Palmerston  (London, 
1876),  II.  273. 

3.  Aberdeen  was  then  the  English  prime  minister. 

ESSAY  SUBJECTS  IN  HISTORY  I 

1.  Turkey  and  Eastern  Question  since  1856. 

2.  Relations  of  Charles  II  and  Louis  XIV. 

3.  Quadruple  and  Holy  Alliances. 

4.  Revolution  of  1848  in  France. 

5.  Hague  Peace  Conference. 

6.  Nelson  and  English  Sea-Power. 

7.  Locke's  Political  Philosophy. 

8.  Waterloo  Campaign. 

9.  The  Black  Death. 

10.  Abelard  and,  the  12th  Century  Renaissance. 

11.  The  Investiture  Contest. 

12.  The  Hanseatic  League. 

13.  The  Rise  of  the  Franciscans. 

14.  Rise  of  Mohammedanism. 

15.  Preliminaries  to  the  Meeting  of  the  Estates  General. 

16.  America  and  the  French  Revolution. 

17.  Crusades  of  Louis  IX. 

18.  Medieval  Commerce  and  Trade  Routes. 

19.  Village  Life  in  the  Middle  Ages. 

20.  Napoleon  as  a  Statesman. 

21.  Napoleon  as  an  Imperialist. 

22.  The  Girondists  and  the  Revolution. 

23.  The  September  Massacres. 

24.  The  Reign  of  Terror. 

25.  French  xYffairs  under  the  Directory. 

26.  The  Peninsular  War. 

27.  The  Influence  of  the  Classical  Economists. 

28.  Mirabeau  and  the  French  Revolution. 

29.  The  Mountain  Party  and  the  Revolution. 

30.  Increase  in  Wealth  in  Europe  in  the  Nineteenth  Century. 

31.  Condition  of  the  English  Laboring  Classes  (1800-1850). 

32.  Talleyrand  and  the  Congress  of  Vienna. 

33.  Character  and  Personal  Traits  of  Napoleon  I. 


8yllaius  of  Modern  Ei'uopkax  History  143 

34.  Colbert  and  his  Reforms. 

35.  Scientific  Advance  in  the  18th  Century. 

36.  Causes  and  Preliminaries  of  the  War  of  the  Spanish  Succession. 

37.  Expansion  of  Russia  in  the  18th  Century. 

38.  Peter  the  Great's  Diplomacy. 

39.  Duke  of  ^Marlborough  and  the  War  of  the  Spanish  Succession. 

40.  Political  Philosophy  of  Rousseau. 

41.  The  Political  Influence  of  John  Stuart  Mill. 

42.  The  Enghsh  in  India  (1830-1878). 

43.  Growth  of  Enghsh  Commerce  (1830-50). 

44.  Growth  of  Enghsh  ]Manufacturing  (1830-50). 

45.  Growth  of  English  Manufacturing,  (1850-80). 

46.  Growth  of  English  Commerce  (1850-80). 

47.  Lord  Palmerston's  Early  Years  in  Pohtics. 

48.  The  Dual  Control  of  Egypt  by  England  and  France. 

49.  Why  England  Took  Part  in  the  Crimean  War. 

50.  Lord  Beaconfield  at  the  Congress  of  Berhn. 

51.  Gladstone  and  the  American  Ci\'il  War. 

52.  John  Bright  and  the  Second  Reform  BiU  (1867). 

53.  The  Irish  Famine  of  1845-7. 

54.  Daniel  O'ConneU  and  Ireland  (1820-1850). 

55.  Robert  Peel  as  a  Reformer  (1820-1845). 

56.  Mohemet  Ali  and  the  Sultan. 

57.  Napoleon  III  and  Nationahsm  (1852-1870). 

58.  The  Rivalry  of  Guizot  and  Thiers. 

59.  Louis  Blanc  and  the  National  Workshops. 

60.  The  French  and  Catholicism  (1815-1880).  .  ~ 

61.  The  Bohemian  Revolt  of  1848. 

62.  The  Land  Problem  in  England  (1830-1880). 

63.  The  History  of  the  Sons  of  "Young  Italy". 

64.  Results  of  the  Emancipation  of  the  Serfs  in  Russia. 

65.  Kossuth  and  the  Hungarian  Revolt  (1845-9). 

66.  The  parties  or  groups  opposing  Louis  Philippe  and  their  platforms. 

67.  The  Phj'siocrats;  their  doctrines  and  influence. 

68.  The  Causes  and  the  Significance  of  the  Crimean  War. 

69.  Cavour  and  the  Unification  of  Italy. 

70.  Biographical  sketch  of  Karl  ISIarx. 

71.  Disraeli  and  the  Reform  Bill  of  1867. 

72.  The  Frankfort  Assembly  of  1848. 

73.  The  Schleswdg-Holstein  Question. 

74.  Bismarck  and  the  Creation  of  the  German  Empire. 

75.  Garibaldi  and  the  "Red shirts." 

76.  The  Reform  Bill  of  1832. 

77.  The  Chartist  Movement. 

78.  The  Pohsh  Nationalist  Movement  of  1863. 

79.  The  ZoUverein. 

80.  The  Congress  of  Paris,  1856. 

81.  The  Metternichian  System. 

82.  The  Repubhcan  Movement  in  Italy. 


144  Indiana  University 

83.  Napoleon  III  as  an  Impeiialist. 

84.  The  Failure  of  the  Metterniehian  System. 

85.  Evolution  of  the  Franchises  in  England— (1850-1918). 

86.  Rise  of  Anarchism:     Bakunin  and  Proudhon. 

87.  Liberal  Cathoheism. 

88.  The  Owenite  Communities. 

89.  The  Influence  of  Owen  and  Fourier  in  the  U.  S. 

90.  How  the  Proletariat  lost  the  Fruits  of  the  Revolution  of  1848  in  France. 

91.  The  Reform  Movement  of  Alexander  II. 

92.  The  Rise  of  Social  Democracy  in  England. 

93.  The  Peace  Treaties  of  the  Great  War. 

94.  Pohtical  Reform  in  England  since  1880. 

95.  Ireland  and  England  (1906-1920). 

96.  Pohtical  Developments  in  Russia  since  1907. 

98.  Growth  of  Feminism  in  England. 

99.  The  History  of  Bulgaria  since  1885. 
100.  The  Growth  of  the  Enghsh  Labor  Party. 

APPENDIX  V.  LISTS  OF  QUESTIONS 
These  lists  are  not  intended  to  facilitate  "cramming",  but  to  give  each 
student  a  definite  idea  of  what  will  be  expected  of  him,  and  furnish  a  ready 
means  of  testing  his  knowledge  of  the  field  he  is  to  cover  in  the  course.  Used 
judiciously,  they  ought  to  prove  a  boon  to  any  student  who  carefully  pre- 
pares his  work  for  each  recitation. 

I.  Typical  Hour  Examinations 

First  Semester: 

a.  Isi  List. 

1.  Give  an  account  of  the  chief  revolts  against  the  CathoUc  Church 
before  1500  and  the  principal  poin-^s  at  issue  between  the  would-be 
reformers  and  the  Church. 

2.  Who  was  the  first  king  of  the  Carohngian  Une?  Describe  his  relations 
with  the  pope. 

3.  a.  Describe  the  origin  of  the  representative  assemblies  of  France 
and  England. 

b.  Contrast  the  two  institutions. 

c.  Show  particularly  how  economic  developments  of  the  middle  age 
affected  these  institutions. 

4.  What  were  the  effects  upon  Germany  and  Italy  of  the  survival  of 
the  imperial  idea  from  the  tenth  through  the  thirteenth  century? 

5.  From  the  standpoint  of  medieval  ci\alization,  criticize  the  following: 
"Since  the  barbarian  tribes  settled  in  the  Roman  provinces,  no  change 
had  come  to  pass  in  Europe  at  all  comparable  to  that  which  followed 
the  diffusion  of  the  New  Learning  in  the  latter  half  of  the  fifteenth 
century".     (Bryce). 

b.  2nd  List. 

1.  What  was  the  pohtical  and  economic  significance  of  the  revolt  from 
the  Cathohc  Church  during  the  sixteenth  century?  Deal  specifically 
with  each  of  the  more  important  countries. 

2.  Identify  the  following  men,  telhng  when  each  flourished:  a.  Sir 
Thomas  More;  b.  Conde;  c.  Ignatius  Loyola,  d.  Vasco  da  Gama;  e. 
WilUam  the  Silent. 


Syllabus  of  Modern  European  History  145 

3.  a.  Explain  the  antecedents  of  the  Thirty  Years  War. 

b.  On  the  map  show  the  territorial  adjustments  made  at  the  treaty 
of  Westphalia.     Write  in  your  answer-book  detailed  explanation 
of  these  changes. 
5.  a.  What  did  RicheUeu  do  to  strengthen  the  French  government? 
b.  What  measures  did  Colbert  devise  for  improving  the  financial 
and  economic  condition  of  France? 
5.  a.  Why  was  the  Commercial  Revolution  so  slow  in  developing? 
b.  What  were  the  main  consequences  of  this  Revolution? 
c.   3rd  List. 

1.  Discuss  the  social  conditions  in  France  during  the  reign  of  Louis 
XIV. 

2.  Trace  the  relations  of  Charles  XII  of  Sweden  with  Poland,  Russia 
and  Turkey.  ^ 

3.  Explain  the  following  terms:  convertible  husbandry,  Jansenism, 
transubstantiation,   enclosures,  dragonnades. 

4.  Trace  the  development  of  parliamentary  government  in  England 
from  the  reign  of  Elizabeth  to  the  time  of  William  III. 

5.  Carefully  identify  Pombal,  Marlborough,  Clarendon,  Kaunitz, 
E.  Farnese. 

II.  Typical  Final  Examinations 

First  Semester: 

a.  1st  List. 
Note — Map  No.  Ilia  is  to  be  used.     Answers  are  to  be  specific.     The 
names  of  important  characters  and  the  dates  of  the  leading  events  should 
be  given. 
Omit  any  one  question  of  the  last  seven. 

1.  a.  Locate  on  the  outline  map  the  following  places,  and  show  the 
historical  significance  of  each:  Franche  Comte,  Hanover,  Strass- 
burg,  Silesia,  Blenheim,  Bohemia,  Flanders,  Canossa. 

b.  Locate  on  the  outline  map  the  area  gained  and  lost  by  the  Haps- 
burgs  (1500-1800). 

2.  Arrange   the    following   topics    in    chronological  order   and    speak 
briefly  of  each:     Rossbach,   Institutes  of  the   Christian  Religion, 
Concordat,    Alva,    Streltsi,    Edict   of    the    Restitution,    Kaunitz, 
Chambers  of  Reunion,  Pym,  Babylonian  captivity,  Treaty  of  Ver- 
dun, Janizaries. 

3.  a.  Give  an  accoimt  of  the  towns  (communes)  in  the  Middle  Ages. 

b.  Show  their  effect  upon  the  social  and  political  life  of  the  towns. 

c.  Name  five  important  communes  and  speak  briefly  of  two. 

4.  a.  Trace  briefly  the  steps  whereby  the  British  Parliament,  1.  separ- 

ated into  two  houses,  2.  secured  power  over  taxation  and  the 
army;  3.  assumed  power  to  settle  the  dynastic  succession;  4.  took 
over  the  executive  branch  of  the  Government, 
b.  Describe  the  English  Representative  system  in  the  eighteenth 
century. 

5.  a.  What  were  the  essential  features  of  the  feudal  system? 

b.  State  clearly  the  obhgations  of  a  feudal  vassal  to  his  overlord. 


l-4<)  Indiana  UNivERsiTy 

6.  Trace  clearly    the  growth   of  France   under  Philip   Augustus,   St. 
Loxiis,  and  Philip  IV. 

7.  a.  Contrast  medieval  and  eighteenth  century  agricultural  methods 

in  England? 
b.  What  were  the  causes  of  the  Commercial  Revolution?     Show  the 
general  significance  of  this  Revolution  in  the  subsequent  history  of 
Europe. 

8.  a.  What  are  the  reasons  for  holding  that  the  Protestant  Revolt  was 

much  more  than  a  religious  quarrel? 

b.  Indicate  in  what  ways  the  Catholic  Church  reacted  against  the 
Protestant  Revolt. 

c.  Enumerate  the  chief  results  of  the  Protestant  Revolt. 

9.  a.  Compare  Catherine  II  and  Richelieu  in  as  many  ways  as  you  can. 
b.  Briefly  outhne  the  steps  by  which  the  house  of  HohenzoUern 

became  one  of  the  greatest  in  Europe. 
10.  Write  a  twenty-minute  essay  upon  the  Seven  Years'  War. 

b.  2nd  List. 

1.  a.  What  role  did  the  Ottoman  Turk  play  in  Medieval  Europe? 

b.  How  does  their  activity  compare  with  that  of  the  Danes  and 
Normans? 

2.  a.  What  was  the  nature  in  1450  of  the  French  state?  of  Venice?  of 

the  Holy  Roman  Empire?     E.xplain  whv  vou  classify  each  as  you 
do. 
b.  Write  a  brief  account  of  European  interstate  relations  from  the 
invasion  of  Italy  by  Charles  VTII  of  France  to  the  death  of  Henry 
II  of  France. 

3.  Describe  the  organization  of  agriculture,  manufacture,  and  higher 
learning  in  the  Middle  Ages.  Was  this  a  day  of  individual  freedom 
or  of  strict  regulation,  in  the  ordinary  business,  social  and  religious 
affairs  of  each  man?     Substantiate  your  answer  by  citation  of  facts. 

4.  Analyze  the  factors  which  produced  the  Commercial  Revolution. 

5.  Account  for  the  fact  that  England  and  France  were  on  opposing 
sides  in  all  continental  and  colonial  wars  from  1688  to  1783.  Name 
four  wars  of  the  18th  century  in  which  England  and  France  were 
arrayed  against  each  other.  What  treaty  ended  each  war,  and  what 
were  the  provisions  of  each  treaty  so  far  as  it  affected  England  and 
France? 

6.  On  the  outline  map  locate  each  of  the followdng:  a.  Genoa;  b.  Geneva; 
c.  Poland;  d.  Wittenberg;  e.  Madgeburg;  f.  Lorraine;  g.  Castile; 
h.  Savoy.  In  your  answer-book  explain  what  events  connected  with 
each  were  of  decisive  importance  in  the  history  of  Europe. 

7.  Compare  in  as  many  ways  as  possible  the  life  work  of  Richelieu  with 
that  of  Peter  the  Great. 

8.  What  do  you  understand  by  the  term  "benevolent  despot"?  Name 
three  such  persons  who  reigned  in  the  18th  century.  Write  a  brief 
summary  of  the  reign  of  each,  stressing  in  each  case  those  facts  that 
tend  to  throw  into  relief  the  "benevolence"  of  the  particular  "despot". 

9.  Arrange  chronologically,  identify,  and  show  in  a  brief  paragraph  that 


Syllaius  of  ^Iodeiix  European  History  147 

you  are  familiar  with  the  important  aspects  in  tlie  career  uf  the  per- 
sons referred  to  by  each  descriptive  phrase,  a.  The  master  of  all 
the  arts;  b.  the  first  of  the  Spanish  Hapsburgs;  c.  the  last  of  the 
Tiidors;  d.  the  foimder  of  the  Jesuits;  e.  the  first  of  the  Bourbons; 
f.  the  father  of  modern  astronomy;  g.  the  greatest  of  the  Hohen- 
staufens;  h.  the  author  of  "The  Wealth  of  Nations";  i.  the  most 
famous  Dutch  Republican  statesman;  j.  the  greatest  medieval  pope; 
k.  the  founder  of  international  law;  1.  the  discoverer  of  the  law  of 
gra\atation. 

c.  3rd  List. 
Note — Map  112a  is  to  be  used.     Answers  are  to  be  specific.     The  names  of 

important  characters  and  the  dates  of  the  leading  events  should  be  given. 

Answer  all  the  questions  in  Group  I  and  any  four  in  Group  II. 

GROUP  I 

1.  a.  On  your  outHne  indicate  the  various  additions  of  territory  to  the 
state  of  France  (1494-1789),  and  in  your  answer-book  show  how 
each  accession  was  secured, 
b.  Locate  on  your  outline  map  and  show  the  historical  impoitanee 
of  each  of  the  following  places:  Augsburg,  Bohemia.  Calmar. 
La  Rochelle.  Minden,  A^-ignon,  Agincourt,  Rheims.  Biuges. 

0.  Arrange  the  following  topics  in  chronological  order  and  briefly  des- 
cribe each:  Edict  of  Nantes,  Diplomatic  Revolution,  "The  Beggars", 
Bill  of  Rights,  the  Fronde.  Inquisition,  the  Great  Schism,  Norman 
conquest. 

3.  Arrange  in  chronological  order,  carefully  identify,  and  show  the 
importance  of  the  following  characters:  John  Knox,  DupleLx, 
Erasmus.  Fredeiick  William  I,  Clarendon,  Charles  the  Bold.  Adam 
Smith,  Philip  Augu-stus,  Hildebrand. 

4.  Compare  the  empires  of  Charles  the  Great  and  Otto  the  Great  with 
respect  to  a.  extent  h.  unity;  c.  method  of  government ;  d.  relations 
to  Rome. 

GROUP  11 

1.  a.  Draw  a  diagram  of  a  medieval  manor,  showing  in  a  careful  way 

the  principal  features  of  manorial  organization, 
b.  Describe  the  important  classes  of  people  on  the  manor. 

2.  a.  Who  were  the  leaders  of  the  First  and  Third  Crusades? 

b.  What  was  the  result  of  the  First  Crusade? 

c.  What  were  the  general  effects  of  the  crusades  on  Europe? 

3.  a.  Discuss  the  causes  of  the  rise  of  Lutheranism  in  Germany. 

b.  Show  how  the  reUgious  question  was  settled  in  France,  England 
and  the  Netherlands. 

4.  Contrast  and  compare  the  reigns  of  Louis  XIV  and  Chailes  V  in  as 
many  Avays  as  you  can. 

5.  Trace  the  important  political  and  diplomatic  movements  in  Europe 
(1713-1789). 


I'AS  Indiana  University 

III.     REVIEW  QUESTIONS 

1.  What  right  has  Charlemagne  to  the  title  of  "Great"?  What  have 
been  the  most  enduring  things  of  his  reign? 

2.  Compare  the  ninth  and  eleventh  centuries  as  to  a.  leading  events; 
b.  strength  of  the  papacy;  c.  power  exercised  by  the  feudal  nobles. 

3.  What  were  the  leading  movements  of  the  tenth  centui*y?  How  do 
these  compare  with  similar  tendencies  of  the  twelfth  century? 

4.  One  writer  speaks  of  the  "thirteenth,  the  greatest  of  centuries" 
What  basis  can  you  discover  for  this  statement? 

5.  Trace  the  rise  and  faU  in  the  power  of  the  papacy  from  814  to  1521, 
showing  how  each  event  contributed  to  these  ends. 

6.  How  do  you  account  for  the  increase  in  the  importance  of  the  medie- 
val Italian  cities?  for  the  high  development  of  feudalism  in  France? 
for  the  rise  of  the  Low  Countries  as    important  commercial  centers? 

7.  What  did  each  of  the  following  contribute  to  medieval  civihzation 
Abelard,  Gregory  VII,  Otho  III,  Henry  II  (of  England),  Phihp 
Augustus,  Frederick  Barbarossa,  St.  Louis,  Edward  V,  Wiclif, 
Thomas  Aquinas,  Philip  IV,  Charles  the  Bold,  Edward  III,  Jenghiz 
Khan,  Donatello,  Thomas  Becket.  Before  identifying  these  men, 
arrange  them  in  chronological  order. 

8.  What  do  the  following  words  or  phrases  denote:  Cluniac  reforms, 
Canossa,  fealty,  benefieium,  subinfeudation,  investiture,  criminous 
clerks,  Mongols,  Hussites,  Northmen  in  Europe,  Bruges,  Cham.pagne, 
scholasticism,  Hansa,  the  sworn  inquest,  benefit  of  clergy,  Teutonic 
Knights,  Ghibelhnes,  Crecy. 

9.  Compare  a  medieval  town  of  5000  in  the  ninth  century  with  another 
of  the  same  size  in  the  fifteenth,  noting  particularly  any  changes 
that  might  have  occurred  in  the  meantime? 

10. 'Account  for  the  rise  of  a  powerful,  important  middle  class  towards 
the  close  of  the  Middle  Ages.  Show  that  this  is  one  of  the  most 
important  tendencies  in  the  history  of  Modern  Times. 

1 1 .  Make  a  careful  comparision  of  the  reigns  of  Louis  XIV  and  Charles  V. 

12.  Compare  the  agricultural  system  of  England  in  1500  and  1800,  indi- 
cating clearly  what  changes  had  taken  place. 

1.  What  were  the  fundamental  causes  of  the  Protestant  Revolt?  Why 
did  the  movement  fail  to  make  a  greater  progress?  Distinguish 
between  the  beliefs  of  the  Calvinists,  Lutherans  and  Anghcans. 

14.  Indicate  on  the  map  the  territorial  aggrandizement  of  Bourbon  and 
Hohenzollern  (1600-1800).  Explain  how  each  accession  of  territory 
was  brought  about. 

15.  Discuss  the  Revolt  of  the  Netherlands;  the  Rehgious  Wars  in  France; 
the  Second  Hundred  Years  War;  War  of  the  Austrian  succession,  as 
to   a.  causes;   b.    significant   events;  c.    characters;  and  d.  results. 

16.  Compare  William  III  of  England  and  Peter  the  Great  in  as  many 
ways  as  you  can;  Frederick  the  Great  and  Catherine  II  of  Russia. 

17.  Compare  the  constitutional  development  of  France  and  Prussia 
during  the  seventeenth  and  eighteenth  centuries. 

18.  Show  clearly,  what  part  was  played  by  the  following  men  in  the 
history     of    Europe;    Mazarin,    Francis     I,     Wolsey,    Charles    II, 


Syllabus  of  Modern  European  History  149 

Charles  XII,  Wallenstein,  William  the  Silent,  George  III,  Claren- 
don, Colbert,  Gusta\'iis  Adolphus,  Zwingli. 

19.  Discuss  in  some  detail  the  Thirty  Years  War,  the  Fronde  movement 
the  Commonwealth  and  Protectorate,  the  Bill  of  Rights,  the  Catholic 
Reformation. 

20.  Why  did  England  prevail  over  France  in  their  struggle  for  colonial 
Empire  in  the  eighteenth  century;  whj^  did  the  Bourbons  prevail 
over  the  Hapsburgs? 

21.  Explain:  Mercantilism,  indulgence,  virgate,  a  tenth  and  fifteenth 
penance,  benevolent  despot,  eucharist,  "open  field",  taille.  Estates 
General,  metayer,  intendant,  benevolence,  laissez  faire. 

22.  Show  that  the  Civil  War  in  England  was  partly  a  religious  and  partly 
an  economic  struggle.  What  was  accomplished  by  the  Revolution 
of  1688? 

23.  Name  and  identify  seven  men  who  were  associated  with  the  great 
intellectual  revival  of  the  fourteenth  and  fifteen  centuries.  Briefly 
characterize  four  sovereigns  of  England  and  four  of  France  and  indi- 
cate their  influence  upon  their  country. 

24.  Locate  and  show' the  historical  significance  of:  Geneva,  Bruges, 
Bohemia,  Warsaw,  Pultowa,  Palatinate,  Wittenberg,  Marston  Moor, 
Boyne,  Lepanto,  Utrecht,  Xantes,  Milan,  La  Rochelle,  Moscow, 
Lutzen,  Savoy,  Silesia,  Naseby,  Plassy. 

26.  Discuss  the  Seven  Years  War  as  to  causes,  phases,  leading  events 
and  significance.  Name  seven  persons  connected  with  it  and  identify 
each. 

26.  Account  for  the  decay  of  Spain,  the  rise  of  Prussia,  the  coUapse  of 
Poland,  and  the  despotism  of  France. 

27.  What  ten  books  would  you  recommend  to  a  student  of  the  period 
.500-1800.  Why?  (Give  the  author  and  exact  title  and  a  character- 
ization of  each  work). 

28.  Criticise:  The  fundamental  cause  of  the  American  Revolution  was 
taxation  without  representation. 

29.  Briefly  outUne  the  history  of  Europe  from  16.50-1700;  800-1000; 
1525-1575;  1300-1500;  1.500-1550;  1700-1775;  900-1300;  1450-1600. 

1.  TYPICAL  HOUR  EXAMINATIONS. 
Second   Semester: 

a.  1st  List. 

1.  What  conditions  existent  in  Europe  during  the  19th  Century  were 
attacked  by  the  French  Revolution?  How  were  these  conditions 
modified  by  the  Revolution? 

2.  Arrange  in  chronological  order  and  explain  the  historical  significance 
of  the  following:  the  Carlsbad  decrees;  treaty  of  Campo  Formio; 
the  battle  of  Xavarino;  manifesto  of  the  Duke  of  Bruns\\-ick;  the 
Speenhamland  system;  the  July  Revolution;  the  Zollverein. 

3.  Comment  briefly  on  the  more  important  points  in  the  settlement  at 
Vienna.  Show  on  the  outline  map  the  territorial  changes  there 
made. 


150  Indiana  University 

4.  What-  is  meant  bj'  the  "Industrial  Revolution"?  Why  did  it  take 
place  earlier  in  Great  Britain  than  on  the  continent?  What  were  its 
early  results — social,  economic,  political? 

5.  Tr3,ce  the  relations  between  church  and  state  in  France  from  1789 
to  1848. 

b.  2nd  List. 

1.  Compare  the  English  and  German  governments  in  1914  as  to  a. 
suffrage;  b.  functions  of  the  legislature;  e.  nature  of  the  constitution; 
d.  powers  of  the  chancellor  and  prime  minister. 

2.  Identify  carefully  the  following  characters:  a.  Plehve;  b.  Kossuth; 
c.  Garibaldi;  d.  Cobden,  e.  Thiers. 

3.  Explain  the  meaning  of  the  following  terms:  a.  interpellation; 
b.  sabotage;  c.  clericalism,  d.  ausgleich;  e.  Kulturkampf. 

4.  Locate  carefully  and  show  the  historical  significanee  of  each:  a. 
Lancashire;  b.  Sadowa;  c.  Albania;  d.  Agadir;  e.  Swechat;  f.  Hanover. 

5.  Compare  Hapolepn  III  and  Francis  Joseph  in  as  many  ways  as  you 
can. 

c.  Srd  List. 

1.  a.  On  outline  map  locate  accurately  1.  Fiume;  2.  Danzig;  3.  Saar 
Valley;  4.  Finland;  5.  Sehleswig;  6.  Macedonia;  7.  Bessarabia; 
8.  Transylvania. 

b.  In  your  answer-book  state  what  was  the  basis  of  the  conflicting 
claims  for  each  of  these. 

2.  Discuss  the  conflict  between  Church  and  State  in  a.  Third  French 
Republic;  b.  German  Empire;  and  c.  Kingdom  of  Italy. 

3.  Trace  the  dismemberment  of  the  Ottoman  Empire  fi'om  1815  to 
1915. 

4.  Arrange  in  chronological  order  and  identify  the  following  persons: 
a.  Delcasse;  b.  Mutsuhito;  c.  Pobedonostsev;  d.  Cromer;  e.  Paul 
Kruger;  f.  Bakunin. 

5.  Write  a  brief  paragraph  on  each  of  the  following,  explaining  its 
historical  importance:     a.  Boxer  uprising;  b.  Algeciras  conference; 

c.  Parliament  Act  of  1911 ;  d.  Fashoda  incident ;  e.  Australian  Common- 
wealth Act. 

H.  TYPICAL  FINAL  EXAMINATIONS 

Second   Semester: 

a.   1st  List. 
Note:     Answer  the  first  two  sections  and  seven  others.     The  paper  will  be 

graded  on  the  two-fold  basis  of  1.  your  exact  knowledge  of  specific  facts 

and  dates  and  2.  your  ability  to  write  about  those  facts  thoughtfully  and 

grammatically. 

1.  On  the  outline  map  show  the  boundaries  of  Austtia-Hungary  and 
the  German  Empire  as  they  existed  in  1914;  label  and  cross-hatch 
those  provinces  of  Germany  and  Austiia-Hungaiy  of  whose  inhabi- 
tants the  majoiity  are  non-Germanic.  If  the  Germanic  Confedera- 
tion were  restored  with  its  old  boundaries  how  many  non-German 
pro'V'inces  would  be  included  in  it? 


Syllabus  of  Moperx  Europeax  History  ir»l 

2.  State  briefly  the  most  important  facts  about  each  of  the  following, 
arranging  your  answers  in  chronological  sequence:  Louis  Kossuth; 
Albania;  Reform  Bill  of  1867;  protocol  of  Troppau;  treaty  of  San 
Stefano;  treatj'  of  Campo  Formio;  Neeker. 

3.  Compare  and  contrast  the  First,  Second  and  Third  French  Repubhes, 
with  respect  to  a.  duration;  b.  form  of  constitution,  c.  social  and 
economic   reforms;  d.   ecclesiastical  pohcy. 

4.  To  what  social  problems  did  the  Industrial  Revolution  give  rise? 
What  attempts  dfd  European  Governments  make  to  solve  those 
problems  prior  to  1870? 

5.  Contrast  the  political  philosophy  of  IVIe  ternich  with  that  of  any 
living  statesman. 

6.  State  in  detail  the  facts  which  you  consider  most  significant  in 
explaining  the  collapse  of  the  empire  of  Napoleon  I. 

7.  Discuss  Marxian  Socialism,  with  special  reference  to  its  origin,  its 
aims,  its  tactics,  and  its  role  in  French  and  German  poUtics. 

8.  a.  Write  a  brief  history  of  the  Irish  Question  from  1800  to  1910. 
b.  Contrast  the  govermnent  of  Ireland  with  that  of  Canada. 

9.  Show  when,  where  and  how  the  commercial  and  colonial  interests 
of  the  Great  Powers  have  clashed  during  the  past  generation. 

10.  Why  did  Russia  lag  behind  the  other  Great  Powers  in  establishing 
a  parliamentary  form  of  goverment.     b.  Trace  in  detail  the  growth 
and  achie^'ements  of  the  liberal  movements    in  Russia  during  the 
reign  of  Nicholas  II. 
b.  2nd  List. 
Note:     Omit  any  one  question  of  the  last  five. 

1.  a.  Locate    carefully    upon    your    outline    map:     Frankfort,    "The 

Quadrilateral"  Ll^ganda,  Bautzen,  Fleurus,  Sebastopol,  Borodino, 
Sedan.     Show  the  historical  significance  of  each  in  your  examina- 
tion book, 
b.  Indicate  on  the  outline  map   the  territorial  growth  of  Prussia 
(1789-1871).     Show  how  each  accession  of  territory  was  made. 

2.  a.  What  ten  books  would  you  recommend  to  a  student  of  the  period 

of  (1789-1915)? 
b.  What  eight  bibhographical  aids  would  you  consult  in  preparing 
a  comprehensive  bibhography  of  Gladstone's  first  ministry?     Ar- 
range each  list   according   to   their  importance,   gi\'ing  author, 
title,  and  a  brief  statement  of  the  nature  of  each  book. 

3.  What  was  the  influence  of  the  English  Industrial  Revolution  upon 
the  Napoleonic  wars? 

4.  Carefully  identify:  Montesquieu,  Canning,  Caprivi,  Proudhon, 
Guizot,  Lassalle,  Carnot,  Lloyd-George. 

5.  Explain  the  following  terms:  sabotage,  "super-nationaUsm", 
Bundesrath,  Classical  Economists,  "fruits  of  the  Revolution", 
concordat,  gabelle,  cahiers. 

6.  Trace  the  evolution  of  modern  Italy  (1815-1871). 

7.  Contrast  and  compare  the  governments  of  Great  Britain  and  Ger- 
many in  1914. 

8.  Give  a  brief  accoimt  of  the  Near  Eastern  Question  in  a.  its  origin; 
b.  development  in  the  19th  century;  c.  its  twentieth  century  events 
in  relation  to  the  Great  War. 


152  Indiana  University 

9.  Show  the  parallehsm  in  the  French  Revolution  and  the  Russian 
debacle  of  1917-1919. 

10.  Discuss  the  diplomatic  background  of  the  Great  War  using  the  fol- 
lowing outline:     a.  formation  of  the  Triple  Alliance;  b.  formation  of 
the  Triple  Entente;  c.  trials  of  strength  between  them. 
c.   3rd  List. 
Note:     Answer  all  the  questions  in  Group  I  and  any  three  questions  in 
Group  II.     Make  all  your  answers  specific  and  to  the  point. 

GROUP  I 

1.  a.  What  ten  books  would  you  recommend  to  a  man  who  wished  to 

a  comprehensive  idea  of  the  history  of  the  last  hundred  years? 
b.  Explain  clearly  how  you  would  proceed  in  preparing  an  exhaustive 
bibhography  of  "The  Life  and  Times  of  John  Redmond."     (Note: 
give  author,  title  and  distinguishing  characteristics  of  each  work 
mentioned  in  your  answer). 

2.  Locate  accurately  on  the  outhne  map  and  indicate  in  your  answer- 
book  the  historical  importance  of  each  of  the  following:  a.  Salonica; 
b.  Algeciras;  c.  Sedan;  d.  Bessarabia;  e.  Sadowa;  f.  Albania;  g.  Kiel; 

h.  Navarino;  i.  Metz;  j.  The  Hague;  k.  Valmy. 

3.  Arrange  in  chronological  order  and  identify  each  of  the  following 
persons:  a.  Danton;  b.  Schwarzenberg;  c.  Mazzini;  d.  Caprivi: 
e.  Cobden;  f.  Plehve;  g.  Talleyrand;  h.  Enver  Bey. 

4.  Napoleon  came,  he  said,  to  preserve  the  "fruits  of  the  Revolution". 

a.  What  were  the  "fruits  of  the  Revolution"? 

b.  To  what  extent  did  he  preserve  them? 

5.  a.  What  do  you  consider  the  leading  results  of  the  Industrial  Revo- 
lution; b.  What  part  was  played  by  the  Classical  Economists  in  the 
attempts  to  remedy  the  evils  of  the  Factory  System? 

6.  a.  Give  concise  definitions  of  socialism,  anarchism  and  syndicalism, 
b.  Contrast  and  compare  the  socialist  movements  in  France  and 

Germany  since  1871. 

GROUP  II 

7.  Compare  Mirabeau  and  Robespierre  in  as  many  ways  as  you  can. 

8.  a.  What  are  the  main  factors  in  the  Near  Eastern  Question? 

b.  Discuss  the  Pan-Serb  (Jugo-Slav)  movement. 

c.  Describe  the  Revolution  of  1908-1909  in  Turkey. 

9.  a.  How  did  Great  Britain  obtain  her  colonies  in  the  nineteenth  cen- 

tury? 

b.  Discuss  Russian  imperialism  since  1815. 

c.  In  what  ways,  and  with  what  results,  have  the  British  and  Russian 
imperiaUstic  policies  conflicted? 

10.  a.  Trace  the  main  features  of  EngUsh  poKtical  and  constitutional 

history  since  1865. 
b.  What  is  the  Irish  Problem?     What  is  your  solution? 


Syllabus  of  Modern  European  History  153 

III.     REVIEW  QUESTIONS 
Second  Semester: 

1.  Make  a  comprehensive  outline  of  the  fundametal  causes  of  the 
French  Revolution.  What  were  the  immediate  causes  of  the  revolt? 
What  do  you  consider  the  most  important  single  cause  of  the  Revo- 
lution?    Could  the  Revolution  have  been  averted? 

2.  Compare  the  Constitutions  of  1791  and  1795  as  to  a.  general  nature; 

b.  pro\'isions;  c.  signifieance. 

3.  In  what  ways  did  the  Constituent  and  Legislative  AssembUes  differ? 
Discuss  the  Reign  of  Terror  as  to:     a.  causes;  b.  leading  events; 

c.  purpose.     Justify  or  condemn  its  use. 

4.  What  happened  Oct.  1795;  Sept.  2,  1792;  July  14,  1789;  June  20, 
1791;  July,  1794;  June  20,  1789;  November,  1793;  March,  1794; 
Sept.  22,  1792;  May  31,  1793? 

5.  Define  taille,  directory,  cashiers,  assignats,  departments,  Commime  of 
Paris,  Bruns^^-ick  Alanifesto,  Civil  Constitution  of  the  Clergy, 
tribunate,  National  Guard. 

6.  a.  Trace  the  constructive  legislation  during  the  Revolution. 

b.  What  part  did  political  parties  or  factions  play  in  the  Revolution? 

7.  What  was  Napoleon's  greatest  achievement?  His  greatest  blunder? 
When  was  he  at  the  height  of  his  power?  What  part  did  the  Con- 
tinental system  play  in  Napoleon's  policies?  (See  Bourne,  chapter 
xxi). 

8.  Describe  five  important  battles  which  were  fought  by  Napoleon. 
Describe  the  Napoleonic  empire  of  1807  as  to  area,  government, 
and  general  strength. 

9.  Why  did  Napoleon  fail  in  Spain?  in  Russia?  Why  did  Pmssia  rebel 
against  his  leadership?  Why  did  Napoleon  go  to  Egypt?  Sell 
Louisiana?  fit  out  the  Boulogne  flotilla?  How  did  Napoleon  care 
for  his  immediate  family?    To  what  extent  did  each  of  them  succeed? 

10.  Locate  and  show  historical  importance  of  Trafalgar,  Aspern-Essling, 
Aboukir,  Friedland,  Auerstadt,  Rivoli,  Beresina,  Fleurus,  Leipzig, 
Bautzen,  Vitoria.  Note  the  territorial  pi  ovisions  of  the  treaties  of 
Basle  (1795),  Campo  Formio  (1797),  Limeville  (1801),  Pressburg 
(1805),  Tilsit  (1807),  Schoenbrunn  (1809). 

11.  Identify:  Murat,  Grouchy,  Kutusov,  Bennigsen,  Ney,  Archduke 
Charles,  Schwarzenberg,  Sir  Arthur  Wellesley.  Make  a  Ust  of 
ten  other  men  who  took  a  conspicuous  part  in  the  Revolutionary 
era  and  identify  each. 

12.  What  do  you  consider  the  leading  movements  of  the  last  100  years? 
What  period  of  time  was  covered  by  each?  What  was  the  relation 
between  these  great  world  movements? 

13.  Compare  the  Congress  of  Vienna  and  the  present  Peace  Conference 
as  to  a.  personnel;  b.  general  methods;  c.  insistent  problems;  and 

d.  territory  in  dispute. 

14.  Indicate  on  the  map  the  various  nationalistic  areas  that  have  become 
vocal  since  1910.  What  will  be  the  probable  effect  of  the  rise  of 
new  nationalistic  states  upon  the  future  of  the  great  powers? 


f 


154  Indiana  University 

15.  Outline  the  history  of  Europe  1820-1840;  1830-1860;  1908-1914; 
1870-1890;  1850-1880. 

16.  Compare  Napoleon  I  and  Napoleon  111  in  as  many  ways  as  possible. 

17.  Describe  ten  important  battles  in  the  nineteenth  century  and  show 
clearly  the  significance  of  each. 

18.  Prepare  a  careful  outline  of  the  reign  of  Louis  Philippe;  William  II; 
Alexander  III;  Victoria;  Abdul  Hamid  II. 

19.  Discuss  the  work  of  four  important  European  Congresses  in  the  last 
century. 

20.  Compare  the  sociaUstic  movement  in  France  and  Germany  since 
1871. 

21.  Locate  the  following  places  and  show  their  historical  significance: 
.  Navarino,    Custozza,    Sebastopol,    Sadowa,    Lissa,    Walfisch    Bay, 

Gravelotte,  GaUipoH,  Saar  Valley,  Flume,  Omdurman,  Mukden, 
Villafranca,  Plombieres,  Koweit,  Saghalin,  Birmingham,  Agadir, 
Adowa,  Ladysmith,  Majuba  Hill,  Briey. 

22.  Carefully  identify:  Guizot,  Bernadotte,  Caprivi,  Pobyedonostsev, 
Rasputin,  Kossuth,  Thiers  Venezelos,  Benigsen,  Mazzini,  Stein, 
Bakunin,  Carson,  Von  Buelow,  Talleyrand,  Jaures,  Gambetta, 
Salisbury,  Deak,  Cham1)erlain,  Witte,  Lloyd-George,  Poincare, 
Lansdowne,  Deleasse. 

23.  Make  a  careful  comparison  of  the  character,  policies,  and  achieve- 
ments of  Bismarck  and  Napoleon  I,  Gladstone  and  Disraeli. 

24.  Discuss  the  following  as  to  causes,  leading  character,  events,  and 
results:  First  Austrian  Campaign,  Crimean  War,  Seven  Years'  War, 
Austro-Sardinian  War,  Second  Russo-Turkish  War,  Russo-Japanese 
War  and  first  Balkan  War. 

25.  Was  Napoleon  Bonaparte  an  asset  or  liability  to  Europe?  Bismarck? 
Cavour?  Louis  Napoleon?  Francis  Joseph? 

26.  What  do  you  understand  by  the  "era  of  Metternich"?  his  poHcies? 
Why  did  he  fail  in  his  purposes? 

27.  Compare  the  governments  of  Germany  and  France  in  as  many  ways 
as  you  can.  How  is  Austria-Hungary  governed?  Russia?  Italy? 
Great  Britain? 

28.  Explain  the  meaning  of  the  following  terms:  Pan-Germanism, 
intervention,  ausgleich,  delegations,  plural  voting,  Open  Door 
Policy,  syndicalism,  supernationalism.  sabotage,  interpellation. 

29.  Explain  the  Agadir  Incident,  Dreyfus  Case,  Kulturkampf  struggles, 
the  Balkan  Wars  and  show  the  significance  of  each. 

30.  How  did  England  and  France  secure  their  colonies  in  the  18th  cen- 
tury? In  what  way  did  French  and  English  differ  in  their  colonial 
»oliey? 


14  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 

LOAN   DEPT. 

This  book  is  due  on  the  last  date  stamped  below,  or 

on  the  date  to  which  renewed. 

Renewed  books  are  subject  to  immediate  recall. 


JUN  4    1957  M 

r 

MAY  ?^  '^  •' 

fiin  1  •^ 

i7Aug*ee- 

Hi^t^O  ^'^ 

aUG  23  ^ 

LD  21-100»«-6,'56                                   tt    .^^°^'^^ ¥^',^7     ■ 
(B9311sl0)476                                      '^"'^"''^'^.^^ele?    ^'"'^ 

V^      \J\^  /    I  \^ 


.  <i  •  ^C'  O  O  f^ 


V. 


UNIVERSITY  OF  CAUFORNIA  LIBRARY 


:it.f^^:v;^''''(^tSiPi.h:»i 


Tm  ■'■-■;;if 


! 


^ 


.^. 


